Speaker
Description
This study investigates the effects of integrating Task-Based Instruction (TBI) and Concept-Based Instruction (CBI) activities on Vietnamese EFL university students’ academic collocation learning. Adopting a quasi-experimental design, seventy-three participants were divided into two groups: an Integrated Group (n = 42), which received a combination of TBI and CBI activities, and a Comparison Group (n = 31), which received only Task-Based Language Teaching (TBLT). Pre-test results from the Academic Collocation Test (ACT) (α = .916) confirmed the two groups were initially equivalent and had limited knowledge of academic collocations. Post-intervention findings showed that while both groups made significant progress, the Integrated Group outperformed the TBLT Group (M = 38.17 vs. M = 26.19), indicating that combining conceptually oriented and task-based activities was more effective in enhancing collocational proficiency. The results suggest that integrated instructional activities provide a stronger foundation for academic vocabulary development and have practical implications for improving EFL pedagogy in academic writing contexts.
Keywords: Academic collocations; Task-Based Language Teaching; Concept-Based Instruction; integrated instruction; second language acquisition
Biography
Võ Thị Diễm My is a PhD candidate in Principles and Methods of English Language Teaching at Can Tho University, Vietnam. Her research interests lie in English language teaching methodologies, with a particular focus on innovative pedagogical approaches aimed at improving language acquisition and instructional effectiveness within the Vietnamese educational context.
