Leveraging COCA for teaching collocations with high mutual information scores: A practical approach

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dc.contributor.authorPham, Quy Huynh Phu
dc.contributor.editorMatt Kessler
dc.date.accessioned2025-06-26T01:07:37Z
dc.date.available2025-06-26T01:07:37Z
dc.date.copyright2025
dc.date.issued2025-06-30
dc.description.abstractOver the past decade, extensive research has explored collocations with high mutual information (MI) scores. However, second-language learners often struggle to incorporate these collocations into their writing due to a lack of awareness and limited practice opportunities. To address this challenge, the present article presents a 10-week writing course that integrates various activities using COCA, an online corpus tool, to enhance students’ awareness and use of collocations with high MI scores. By analyzing student essays and their reflections on class activities, the article examines the benefits and challenges of using COCA for the instruction of collocations with high MI scores in the English language classroom. Pedagogical recommendations are provided to refine instructional practices.
dc.format.extent12
dc.identifier.citationPham, Q. H. P. (2025). Leveraging COCA for teaching collocations with high mutual information scores: A practical approach. Language Learning & Technology, 29(1), 1–12. https://doi.org/10.64152/10125/73634
dc.identifier.doihttps://doi.org/10.64152/10125/73634
dc.identifier.issn1094-3501
dc.identifier.urihttps://hdl.handle.net/10125/73634
dc.languageeng
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.rights.licenseCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCOCA, MI scores, collocations with high MI scores
dc.titleLeveraging COCA for teaching collocations with high mutual information scores: A practical approach
dc.typeForum
dcterms.typeText
local.llt.topicTechnology in Practice
prism.endingpage12
prism.number1
prism.publicationnameLanguage Learning & Technology
prism.startingpage1
prism.volume29

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Volume 29 Number 1, 2025