MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY PHAM NGOC NHU THUY EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS OF USING COLLOCATIONS IN SPEAKING CLASSES MASTER OF EDUCATION PROGRAM: PRI
BACKGROUND TO THE STUDY 1 1 2 STATEMENT OF THE
English serves as a global language, essential in various fields such as economics, science, and education, and is often a requirement for employment and academic success The lexical approach, introduced by Lewis (2002), emphasizes that language consists of lexis, particularly lexical chunks that frequently occur together and must be understood in context According to Li (2014), these chunks are vital for effective communication, enhancing fluency and accuracy in listening, speaking, reading, and writing Consequently, mastering lexical knowledge enables learners to express both simple and complex ideas appropriately.
Speaking is a vital English language skill essential for expressing emotions and intentions, and it plays a crucial role in effective communication across various fields According to Brown and Yule (1983), students are primarily evaluated on their speaking abilities in real-life situations Yet, Zhang (2009) highlights that many English learners find speaking to be the most challenging skill, often struggling with oral communication The classroom provides an ideal environment for practicing and enhancing English speaking through effective teaching methods Despite extensive study of vocabulary and grammar, many second language learners still face difficulties achieving fluency and naturalness in their speech, falling short of a native-like proficiency (Bui, 2021).
Speaking is a crucial yet challenging productive skill for many English learners Factors such as limited practice opportunities, fear of making mistakes, lack of motivation, and insufficient topic-based discussions contribute to these difficulties.
Vocabulary is a critical issue for both teachers and learners, as inadequate vocabulary can hinder effective self-expression (Shahzadi, 2014) Mastering vocabulary is essential for improving speaking and writing skills, with collocations playing a central role in language acquisition (Nattinger & DeCarrico, 1992) Many vocabulary errors stem from incorrect collocations, highlighting their importance in language production (Nesselhauf, 2001) Collocations are processed as whole units in memory, enhancing communication and enriching language expression (Jiang & Nekrasova, 2007; Wray, 2002) They are essential for producing natural-sounding speech, making language more vivid, lively, and precise.
Therefore, learning collocations plays a key role in helping learners develop accurate, fluent, and proficient second language skills.
In Vietnam, English language learners frequently face difficulties in speaking and expressing themselves in both specific contexts and everyday conversations This challenge arises from their tendency to concentrate on isolated grammar rules and vocabulary rather than on practical language use A significant hurdle for second language learners is the ability to effectively combine words in English, unlike native speakers who instinctively understand word combinations and utilize a diverse range of terms in their language.
To master the art of word combination, second language learners should focus on studying collocations—groups of words that commonly appear together and are meaningful in particular contexts As noted by Pawley and Syder (1983), understanding these natural pairings is crucial for effective communication in a new language.
According to research by Lewis (2004) and others, ESL/EFL learners are often not viewed as fluent or natural speakers unless they incorporate collocations into their speech Therefore, utilizing collocations is crucial for these learners to express their ideas in a manner that resembles native speakers.
Many high school students in Can Tho city are currently struggling with their English speaking skills due to a lack of an immersive English-speaking environment and low self-confidence Confidence is crucial for achieving language proficiency (Gruber, 2010) Although some students have the necessary skills to communicate in English, they find it challenging to speak as fluently and naturally as native speakers As noted by Tran and Duong (2020), English language learners in Vietnam face various internal and external obstacles that hinder effective communication.
Bui (2021) highlights the growing interest in collocations within vocabulary research, particularly among lexicographers and educators Despite this, many high school teaching materials prioritize grammar and individual words over lexical collocations, leading to a neglect of collocation knowledge in various contexts This oversight hinders students' acquisition of essential collocations, adversely affecting their speaking skills.
Many students face challenges in effectively utilizing English, especially in speaking skills This study investigates the perceptions of both teachers and students regarding the use of collocations in spoken English, focusing on high schools in Can Tho city Additionally, it examines the theoretical underpinnings of collocations and the concept of speaking to evaluate the understanding of collocations among educators and learners.
It is hoped that this research will enhance awareness of the importance of collocations among teachers and learners of English.
The study aims to examine EFL teachers’ and students’ perceptions of using collocations in speaking classes at high schools in Can Tho city.
To achieve these aims, the study sought the answers to the following questions:
1 What are high school teachers' perceptions of using collocations in speaking classes?
2.What are high school students' perceptions of using collocations in speaking classes?
This research underscores the importance of enhancing awareness among teachers and students regarding the advantages of integrating lexical collocations into high school education, especially for grade 11 students preparing for imminent exams Notably, this study is one of the most significant in Vietnam, particularly in Can Tho city, as it explores the perceptions of both teachers and students on the use of collocations.
The study highlights the importance of collocations in enhancing speaking practice, emphasizing that teachers should prioritize developing students' collocation knowledge through tailored teaching methods and activities Additionally, it provides students with valuable insights into the significance of collocations and their influence on language learning and speaking skills in high schools throughout Can Tho city and the Mekong Delta.
The study is structured into five main chapters: Introduction, Literature Review, Methodology, Findings and Discussion, and Conclusions and Recommendations.
Chapter One outlines the background of the study, problem statement, research aims and questions, and the significance of the study.
Chapter Two examines existing literature on the significance of vocabulary in speaking, highlighting the crucial role of collocations It defines collocations and explores their impact on English speaking skills, while also considering teachers' perceptions of these language combinations Additionally, the chapter reviews related studies that further emphasize the importance of collocations in effective communication.
Chapter Three describes the research methodology, site, and participants It covers six key sections: research context, participants, research design, procedures, instruments, data collection and analysis.
Chapter Four presents and discusses the findings from the study.
Chapter Five summarizes the key findings, discusses pedagogical implications,addresses the limitations, and provides recommendations for further studies.
This chapter examines key literature pertinent to the current study, focusing on the significance of vocabulary in English speaking, the concept of collocation, and its impact on both learning and speaking the language Additionally, it explores perceptions of collocation and reviews related research on its application in English teaching and learning.
The role of vocabulary in speaking English
Vocabulary is crucial for effective speaking, as students with limited vocabulary often find it challenging to articulate their thoughts and ideas (Nation, 2001) This issue is particularly prevalent among language learners with lower speaking skills, leading to difficulties in self-expression (Shahzadi & Zahra, 2014) Schmitt (2008) emphasizes that vocabulary acquisition is a key indicator of language proficiency, while Cazden (2001) and Bailey (2006) highlight its importance in developing speaking abilities Shahzadi et al (2014) note that effective self-expression in speaking requires quick and appropriate vocabulary usage Despite years of studying English, many L2 learners continue to struggle with conveying their ideas confidently and naturally.
Vocabulary knowledge plays a vital role in the teaching and learning of foreign languages According to Nation (2001), a rich vocabulary is essential, as it enhances the ease of listening, speaking, reading, and writing skills, rather than being an end goal in itself.
Learning a foreign language is significantly influenced by vocabulary knowledge, as insufficient vocabulary can hinder second language acquisition for learners at all levels In English as a Foreign Language (EFL) contexts, a lack of vocabulary can impede learners' ability to meet their language learning goals and affect their overall language proficiency To address this issue, experts like Coady and Huckin (1997) and McCarthy and O'Dell (2002) recommend incorporating strategic training in EFL classrooms, which can enhance vocabulary acquisition and foster the development of oral communication skills both inside and outside the classroom.
An important aspect of vocabulary: Collocation
Vocabulary knowledge is essential for effective language learning, as emphasized by Nation (2001) Nattinger and DeCarrico (1992) assert that collocations—word pairs or groups that frequently appear together—play a vital role in language acquisition, improving speech, listening comprehension, and writing skills They highlight that a word's meaning is largely shaped by its common associations While Lackman (2008) acknowledges the significance of lexical chunks, he also emphasizes the importance of grammar and structure in language learning Nation (2001) further stresses that successful vocabulary instruction requires a deep understanding of what aspects of a word need to be taught, known as "the learning burden of a word."
Table 2.2Discovering learning burden (Nation, 2001, p.3)
Meaning Form and meaning Concept and referents
Form Spoken form Written form Word parts
Is the word a loan word in the L1?
Is there an L1 word with roughly the same meaning?
Does the word fit into the same sets as anL1 word of similar meaning?
Can the learners repeat the word accurately if they hear it?
Can the learners write the word correctly if they hear it?
Can the learners identify known affixes in the word?
Does the word fit into predictable grammar patterns?
Does the word have the same collocations as an L1 word of similar meaning?
Does the word have the same restrictions on its use as an L1 word of similar meaning?
Table 2.2 shows three main categories: meaning, form and use.
In a systematic context, "learning burden" refers to the comprehensive understanding required to effectively use a word Key to this process is collocation, which plays a crucial role in vocabulary acquisition and falls under the category of usage To evaluate the importance of collocations in vocabulary instruction, a questionnaire was developed based on Nation’s model, focusing on how teachers prioritize collocations relative to other word aspects Mastery of collocations can notably differentiate native speakers from non-native speakers As highlighted by McCarthy and O'Dell (2005) in "English Collocation in Use Intermediate," using natural collocations, such as "smoking is strictly forbidden" instead of "smoking is strongly forbidden," enhances fluency and communication.
Word-by-word translation may aid struggling learners, but incorporating suitable collocations enhances their speaking skills, allowing them to communicate more like native speakers and boosting their confidence in speaking proficiency.
Collocation in English language teaching refers to the natural combination of words, a concept introduced by British linguist Firth in the early 20th century In his 1957 work on linguistic semantics, Firth emphasized that a word's meaning is shaped by the company it keeps, stating that "words are mutually expectant and mutually comprehended." This foundational idea highlights the significance of understanding how words interact in context, paving the way for further exploration of collocations in language use.
Collocation, as defined by the Cambridge Dictionary, refers to a word or phrase that frequently pairs with another in a way that feels natural to native speakers in certain regions For instance, the phrase "a hard frost" exemplifies a natural collocation, as "hard" commonly accompanies "frost," whereas "strong" would be a less fitting choice.
(1991) describes collocation as words that frequently occur together.
Language is made up of "chunks" of words, with collocations being a key type of these chunks (Lewis, 1993) Fluent speakers can effortlessly retrieve and use these chunks from memory Thornbury (2002) emphasizes that learning these chunks is a more effective method for vocabulary acquisition Furthermore, understanding collocational patterns is essential for grasping word meanings, and enhancing learners' collocational competence is vital for improving their overall language skills (Smith, 2005).
These various definitions suggest that applying collocations varies both in their frequency of occurrence and their combination Colin (2019) describes collocation as
Collocations refer to the fixed, identifiable phrases and constructions in English that combine words to create natural-sounding speech and writing According to Benson and Ilson (1986), these recurrent combinations are essential for effective communication, as they encompass many non-idiomatic expressions found in the language.
Collocations are defined as recurring combinations of words that convey meaning beyond the individual parts (Benson et al, 1986, p.23) This study utilizes collocations to provide readers with a foundational understanding of this essential component of the English language.
2.4The role of English collocations in speaking
Research highlights the significance of collocation as a vital component of vocabulary and grammar, often viewed as a lexicon-grammatical unit (Michel, 1971) Collocations allow learners to articulate their ideas more naturally and succinctly, akin to native speakers, while simultaneously enhancing their lexical knowledge and vocabulary (McCarthy & O’Neil, 2017) Bui (2021) emphasizes that collocation is a key criterion for distinguishing native speakers from non-native speakers or foreign language learners, with improper use of collocations being a notable indicator of non-nativeness in EFL learners (McCarthy, 1990; Nattinger, 1980) Given their importance in effective communication, research by Pawley and Syder (1983) further underscores the role of collocations in language proficiency.
Research by Lewis (2004) indicates that ESL/EFL learners can enhance their English fluency and naturalness by effectively using collocations Consequently, it is essential for these learners to focus on acquiring a strong understanding of collocations and applying them correctly in their communication to attain competence and achieve a native-like fluency.
Collocations play a crucial role in developing fluency in language acquisition, as highlighted by Wood (2002) English learners should prioritize mastering both common and uncommon collocations to enhance their speaking competence Research indicates that speakers can process and produce collocations more quickly and accurately than unfamiliar word combinations (Ellis et al., 2008; Sonbul, 2015) A survey by Lin (2002) revealed that collocation instruction significantly improves the receptive skills of EFL high school students, regardless of their achievement levels Additionally, Sung (2003) emphasized the importance of knowledge and use of English lexical collocations in language proficiency.
Research indicates that collocations significantly enhance the speaking proficiency of international students Studies reveal that a strong understanding of collocations is linked to better performance in productive language skills, especially speaking Additionally, Rahimi and Momeni (2012) found that vocabulary instruction focused on collocations effectively boosts overall language proficiency.
Collocation is essential for enhancing the accuracy and fluency of L2 speech, serving as a strong indicator of oral proficiency, especially in structured tasks with familiar content (Saito, 2020) Research indicates that native speakers' processing of second language speech can be effectively evaluated through collocation knowledge, and that L2 learners can boost their speaking skills by focusing on and mastering collocations (Kyle & Crossley, 2015; Kim et al., 2018) Furthermore, collocations play a significant role in improving learners' oral communication, listening comprehension, and reading speed (Brown, 1974) Teaching collocations also increases learners' awareness of the language chunks commonly used by native speakers in both spoken and written contexts.
The importance of collocation knowledge in enhancing learner competence is widely discussed, with Gao and Ma (2011) highlighting how teachers' valuable experiences can equip them with the necessary professional knowledge and beliefs to aid student learning Understanding teachers' perceptions is vital, as these views significantly shape their attitudes towards the knowledge they deliver.
In a study by Phuong (2012) on university teachers' perceptions of teaching English collocations in Vietnam, it was found that educators had a positive attitude towards the importance of collocations in enhancing language proficiency However, the research indicated that teachers mainly concentrated on common collocations during speaking activities, which resulted in students making errors due to negative transfer from everyday English usage and a tendency to learn words in isolation.
The definition of collocation .7 2.4 The role of English
Participants for the questionnares 14 3.3.2 Participants for the semi-structures interviews 16 3
In the study, convenience sampling, or availability sampling, was employed to select participants based on their easy accessibility and closeness to the researcher (Fraenkel et al., 2012) This method was chosen to ensure that participants were readily available and willing to engage in the research.
The research involved 60 EFL high school teachers and 110 students from grades 10 and 11 across two high schools, one public and one private, to gather comprehensive quantitative data In Vietnam, differences in English learning between public and private schools are notable, with private institutions often emphasizing English proficiency more effectively This study sought to collect qualitative data from both educational settings to gain insights into the use of collocations and their impact on speaking skills, exploring the perceptions of both teachers and students.
The study focused on selecting student participants with diverse English proficiency levels, all of whom had approximately 10 years of English study This approach aimed to ensure that participants could effectively contribute to positive research outcomes All students utilized the newly introduced English textbook, Tieng Anh 11, which complies with the curriculum approved by the Ministry of Education and Training The research took place during the final stage of the second semester.
Sixty teachers from two different schools participated in a thirty-item questionnaire, providing a time-efficient alternative to random sampling, as noted by Fraenkel, Wallen, and Huyn (2012) By selecting EFL teachers from multiple schools, the study aimed to obtain more representative responses, enhancing the validity of the findings The number of participating teachers was adequate for quantitative data collection, ensuring comprehensive results.
Table 3.3.1Descriptions of teachers for questionnaires
Female 41 68.3% Age22 – 29 years old 33 55.0% 30 – 39 years old
Places of teachingIn the city 48 80.0% In the country 12 20.0%
Table 3.3.2Descriptions of students for questionnaires
Female 61 55.5%Age13 – 15 years old 8 7.3% 16 – 18 years old
Places of studyingIn the city 61 55.5% In the country 49 44.5%
3.3.2 Participants for semi-structured interviews
Six teachers, comprising three experienced and three novice educators from three different schools, were invited for semi-structured interviews scheduled at their convenience This selection highlights the contrasting roles and instructional approaches between seasoned and new teachers.
The study examined the planning approaches of 16 inexperienced teachers, including physical education instructors, and analyzed low inference indicators of their teaching behaviors during instruction It highlighted the use of diverse instructional methods that offer meaningful contexts for learning, revealing varying effects on students Semi-structured interviews with three experienced teachers and three novice educators provided a comprehensive perspective, enhancing the study's findings and offering valuable insights for future research.
For student interviews, an equal number of participants was randomly selected to ensure consisten treatment and results These students were interviewed individually to obtain detailed and varied responses.
QUESTIONNAIRES
A questionnaire survey is a self-report data collection tool that gathers information on participants' thoughts, attitudes, and characteristics from a sample rather than the entire population (Christensen, 2014; Fraenkel et al., 2012) In this study, it was selected as the primary research method to effectively assess teachers' and students' perceptions of using collocations in speaking Gay, Mills, and Airasian (2009) define a questionnaire as a written set of questions designed to elicit responses from a large group of participants quickly Additionally, Creswell (2003) notes that questionnaires are a cost-effective way to gather information efficiently.
The questionnaires comprised five sections, each containing 30 items, and utilized a five-point Likert scale to effectively gauge responses regarding the role of collocations in teaching and learning.
Section One gathered detailed demographic information about the participants.
Section Two focused on identifying difficulties encountered in classroom practice where collocations are not used, with responses ranging from (1) strongly disagree to
Section Three explored students’ perceptions of collocational knowledge in speaking, using the same five-point Likert scale.
Section Four aimed to assess students’ experiences with using collocations in speaking, also utilizing the five-point Likert scale.
Section Five addressed the challenges students faced in using collocations in speaking, with responses following five-point Likert scale.
Before the study, questionnaires were piloted to eliminate ambiguous questions and ensure the reliability of the data collection instrument (Fraenkel, Wallen, & Huyn,
In a pilot study conducted in 2012, questionnaires were administered to two high school English teachers and an equal number of 11th-grade students from various classes over a two-week period These participants were not included in the main study sample The purpose of this pilot was to assess the reliability of the questionnaires Following the two-week period, SPSS was utilized to evaluate the data's reliability, resulting in a Cronbach’s alpha coefficient.
��.833 for teachers and α 981 for students Therefore, these results indicate that the questionnaires were reliable and suitable for use in the main study.
To facilitate comprehension, the questionnaires were translated into Vietnamese for the participants A total of sixty English teachers and one hundred students took part in the three-week survey, which was conducted online before the semester's conclusion to align with the study's timeline All participants were clearly informed about the study's objectives and completed the questionnaires based on their personal perceptions and experiences regarding teaching and learning collocations After the three-week period, the collected questionnaires were analyzed.
SEMI-STRUCTURED INTERVIEWS
3.4.2.1Rationale for using semi-structured interviews
Qualitative research was used through the use of interviews, where selected individuals were asked to provide data As noted by Fraenkel and his colleagues
(2012), the primary purpose of interviewing is to uncover participants’ in-depth perceptions, feeling, thoughts, and to address questions like what, how, why, and when.
In this study, interviews were conducted using open-ended questions to gather detailed and accurate responses from participants According to Gay, Mills, and Airasian
An interview is a crucial interaction between a researcher and an interviewee, designed to gather responses that correspond to the researcher’s pertinent questions In qualitative research, interviews are especially effective as they provide insights into participants' attitudes, feelings, emotions, values, and perceptions, regardless of whether they are conducted in person or remotely.
Semi-structured interviews allow researchers to adapt questions, providing flexibility to modify, add, or reorder them as needed This approach helps create a comfortable environment for interviewees, ultimately increasing the chances of a successful interview.
Semi-structured interviews play a crucial role in qualitative research, especially towards the conclusion of a study, as they gather valuable insights This interview format facilitates an interactive dialogue, enabling the interviewer to adapt questions for a more effective exploration of participants' perceptions They are essential for acquiring in-depth information regarding teachers' and students' views on the use of collocations in speaking.
Semi-structured interviews feature adaptable questions that can change based on interviewees' responses, allowing interviewers to effectively compare and analyze the answers provided (Newton, 2010) Ensuring coherence and honesty during this interactive process is essential, as it simplifies the subsequent data analysis.
The interviews were organized into three key sections involving teachers and students: personal information collection, exploration of perceptions regarding collocations, and views on collocation learning in classroom speaking activities Drawing on Borg’s Language Teacher Cognition (LTC) framework and the Sinclair and Coulthard Initiation-Response-Feedback (IRF) framework, the interview questions were tailored to focus on classroom practices This study seeks to investigate the perceptions of both teachers and students concerning their knowledge and application of collocations in speaking practices.
The interviews included ten questions for students and eleven for teachers, with the first three questions for both groups focusing on personal information The teachers' questions were categorized into three sections: their understanding of collocations, their teaching experiences with collocations, and the advantages of collocations for enhancing speaking skills, as well as the challenges they encounter In contrast, the students answered seven questions that examined their comprehension of collocations, their views on incorporating collocations in speaking activities, and the obstacles they face in learning and using collocations in everyday situations.
Prior to the main study, the interview questions were evaluated and tested by three experienced high school teachers and three eleventh-grade students during the second week of the piloting phase, after completing the questionnaire pilot The participants in this pilot were distinct from those involved in the actual study and were interviewed in Vietnamese to ensure clarity and accuracy in conveying ideas Feedback from this pilot phase was instrumental in refining the study's approach.
19 clear and precise, providing reliable information to refine the interview questions for the actual study.
Semi-structured interviews were conducted with six teachers and six students from grades ten and eleven after data collection was completed Participants were informed about the interview's purpose and their role in the study The Vietnamese teacher group comprised three experienced and three novice educators, offering diverse insights into collocation knowledge related to long-term teaching Students were encouraged to share their opinions on collocation knowledge in a comfortable and private setting to minimize bias and ensure ethical results All interviews were recorded, transcribed, and translated into English for analysis.
Table 3.4Summary of the research instruments
FunctionsTo collect data about teachers’ and students’ perceptions of using collocations in speaking classes
To gain insights into teachers’ and students’ perceptions of using collocations in speaking classes
30 items including five clusters Following Likert scales
To achieve a high survey completion rate, the study tailored the questionnaire length to match the ideal attention spans of participants The surveys were conducted during school hours with the consent of school administrators and subject teachers, targeting eleventh-grade students.
The data gathered from the questionnaires were analyzed using SPSS version 20, a widely utilized software for statistical analysis, data management, and visualization This essential tool is particularly important for analyzing quantitative methods and has gained popularity across social sciences, business, and various fields that require data analysis SPSS provides a comprehensive array of statistical capabilities.
20 procedures and a user-friendly interface, allowing the study’s analysts to handle large datasets and prepare the data for analysis with ease.
To address potential biases and ensure validity and reliability, the questionnaires were prepared carefully and a pilot study was conducted prior to surveying the entire population.
Descriptive Statistics Test, One Sample t-Test, and Frequencywere computed to examine teachers and students’ perceptions of using collocations in speaking classes at high schools in Can Tho city.
3.5.2Analysis of the semi-structure interviews
All interview transcripts were translated into English, carefully reviewed, and coded for thematic analysis (Boyatzis, 1998) After transcription, participants’ responses were organized into themes based on their similarities and differences.
The study conducted semi-structured interviews focusing on two primary themes: first, the perceptions of teachers regarding collocations and their approaches to teaching collocations in high school speaking classes; second, the perceptions of students about collocations and their experiences in learning them within speaking contexts.
The interview transcripts were systematically collected and analyzed, allowing the researcher to take notes on consistent questions across six interviews This approach facilitated the identification of key similarities and differences in responses, which were subsequently compiled and reported as integral components of the research data.
Table 3.6 presents an overview of data collection procedure.
Table 3.6An overview of data collection procedures
May, 2024 Design questionnaire and questions for interviews June, 2024
Distribute and collect the pilot questionnaire June 15th, 2024 Deliver and collect questionnaire
June 25th, 2024 Contact interviewees and book interview schedule in appropriate time
July 4th, 2024 Gather and Analyze data July 10,
This chapter presents the findings of the current study to answer the research questions.
The article presents findings from questionnaires assessing teachers' and students' perceptions of collocations, along with insights from semi-structured interviews that delve into their views on the role of collocations in teaching and learning speaking skills in high school classes.
4.1.EFL teachers' perceptions of using collocations in speaking classes
Findings from the questionnaire
A questionnaire was administered to assess high school teachers' perceptions of using collocations in speaking classes, involving 60 EFL teachers and consisting of 30 items The reliability of the questionnaire was verified using a Scale Test, yielding a Cronbach’s alpha coefficient of 87, indicating strong reliability.
Difficulties teachers faced in teaching without using collocations
Section Two of the questionnaire, consisting of six items, outlines the difficulties teachers faced in teaching without the use of collocations.
A Descriptive Satistics Testwas run to examine the overall teachers’ difficulties in teaching without using collocations Table 4.1 shows the results of the test.
Table 4.1Mean score of teachers’ difficulties without using collocations
NMin Max M SD Teachers’ difficulties 60 1.33 4.67 3.42 60
As can be seen from Table 4.1, the total mean score of participants’ difficulties in teaching without using collocations (M=3.42, SD=.60) was at a moderately acceptable level.
A One Sample t-Test was conducted to determine if the mean score of teachers' difficulties in teaching without collocations significantly differed from the acceptable test value of 3.5 on a five-point scale The findings indicated no significant difference, with a mean score of 3.42 (SD = 0.60) and a t-value of -1.08 (dfY, p = 0.29), which is greater than the 0.05 significance level This suggests that teachers' difficulties in teaching without collocations are within an acceptable range.
A Frequency Test was conducted to assess the percentage of six items related to teachers' difficulties (Items 1 through 6) in order to identify which challenges were most commonly acknowledged by participants The findings are presented in Table 4.2.
Table 4.2Percentages of teachers’ difficulties in teaching without using collocations
1 I have to use Vietnamese after expressing it in English because my students lack collocational knowledge
2 I usually witness word-by-word translation from my students to express their ideas in English 3 I do not have much time to teach collocations in speaking sessions because of limited time
4 Vocabulary and collocation impact in speaking performance
5 I find the decrease in my students fluency to perform in English without using collocations
6 I find collocation knowledge unnoticed in school curriculum.
Note:F= Frequency;P= Percentage;SD & D= Strongly disagree and disagree;N= Neutral;
SA & A= Strongly agree and agree
According to the data presented in Table 4.3, a significant majority of teachers (78.3%) acknowledged the impact of vocabulary and collocation on students' speaking performance Furthermore, 66.7% of participants noted frequent instances of literal translation by students when attempting to express ideas in English Additionally, 48.3% reported needing to revert to Vietnamese due to students' insufficient collocational knowledge, while 40% observed a decline in fluency when collocations were not utilized More than one-third of the respondents felt that collocational knowledge is overlooked in the school curriculum, and 31.7% expressed concerns about the limited time available to teach collocations during speaking sessions.
Teachers’ perceptions of collocational knowledge in speaking
Section Three of the questionnaire consists of eleven items with regard to teachers’ perceptions of collocational knowledge in speaking.
A Descriptive Satistics Testwas conducted to measure the participants’ perceptions Table 4.3 shows the results of the test.
Table 4.3The mean score of teachers’ perceptions in collocational knowledge in speaking.
NMin Max M SD Teachers’ perceptions 60 2.91 5.00 3.95 53
The analysis in Table 4.3 indicates that teachers' perceptions of collocational knowledge in speaking have a mean score of 3.95, surpassing the midpoint of 3.5 on a five-point scale (SD = 0.53) A One Sample t-Test was conducted to determine if this mean score significantly differs from the accepted benchmark of 4.5, which represents a high level of agreement The findings reveal a significant difference between the observed mean score of 3.95 and the test value of 4.5.
4.5 was observed (t=-8.15, dfY, p=.00