The Impact of Decision-Making and Production Tasks on the Collocational Knowledge of Iranian Intermediate EFL Learners: A Mixed Methods Study

Subject Areas : English Language Teaching

Hamed Badpa ¹ , Leila Alinouri ²

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Received: 2025-04-18 Accepted : 2025-05-17 Published : 2025-06-07

Keywords: collocation, collocational knowledge, concordance, corpus, lexical chunks, task-based learning,

Abstract :

Collocational knowledge is a critical component of language proficiency, significantly impacting fluency and communicative competence in EFL learners. This mixed methods study investigated the effect of decision-making tasks (i.e., identifying, selecting, and matching) and production tasks (i.e., sentence creation, gap-filling, and question-answering) on the collocational knowledge of Iranian intermediate EFL learners. The study employed a mixed methods experimental design with 60 participants selected through purposive sampling based on their performance on the Nelson Proficiency Test to ensure homogeneity in thier language proficiency. Participants were divided into two groups, each receiving six weeks of collocation instruction through either decision-making or production tasks. Quantitative analysis using paired-samples t-tests demonstrated significant improvements in both groups. An independent-samples t-test confirmed that the production group outperformed the decision-making group. Qualitative insights from semi-structured interviews with 12 participants (6 per group) revealed three themes: (a) task engagement and confidence, where production tasks fostered greater confidence in spontaneous collocation use; (b) retention strategies, with production learners benefiting from contextual practice, while decision-making learners relied on recognition-based exercises; and (c) motivational differences, as production tasks, though challenging, were perceived as more rewarding for real-world application. The findings highlight the pedagogical superiority of production tasks in enhancing collocational knowledge and communicative competence. This study has implications for EFL instructors by advocating for task-based approaches that prioritize active, contextualized practice.

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