شبكة المعلومات العربية التربوية

This quasi-experimental study investigated the effect of an electronic collocation-based instructional program on Jordanian EFL tenth grade students’ reading comprehension. Two sections, of 25 students each, from a government school in Irbid were assigned randomly as experimental and control groups. A reading comprehension pre-test, entailing five literal comprehension and five inferential comprehension questions, was administered to find out whether the two groups were equivalent before implementing the program. Lexical collocations in action pack 10 were identified, through a content analysis of certain reading passages, and those collocations were taught to the experimental group through Quizlet: a flashcard mobile application. The control group received no collocation instruction. After treatment, the two groups took a reading comprehension post-test. The findings indicated that the experimental group outperformed the control group in the overall reading comprehension test and in each part of the test: literal and inferential comprehension. (Published abstract)