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1072 THEORY AND PRACTICE IN LANGUAGE STUDIESFor selecting the intermediate students, QPT, version1, was used. This test is divided into two parts: Part 1(Questions 1-40) and Part 2 (Questions 41-60). The participants whose proficiency scores of the test were between onestandard deviation above and below the mean were selected to take part in this study.Collocation test which was used as the pretest and posttest involved 30 multiple choice items. It was administrated toall forty students with the scores from 0 to 30. All of collocations were selected according to 10 units of „EnglishCollocations in Use‟ which is written by Michael McCarthy and Felicity O‟Dell. Reliability of collocation test wascalculated and it was 0.82.Then the participants took part in a ten-minute interview, as a pretest and posttest, with the aim of considering theeffects of teaching collocations on speaking ability. The 10-minute interview consisted of twenty questions in two parts:comprehension and production. In the comprehension part interviewer asked 10 questions which included collocationsand students had to comprehend them to answer.Next, the students answered other ten questions to produce the collocations. They had to talk about some topics,describe some pictures and complete some sentences to use the collocations. Each question had one score and the totalscore was out of twenty. The inter-rater reliability was calculated (.899) which is significant at the p = 0.01.A questionnaire was given to the participants before and after the treatment to collect information about participants‟attitude in learning collocation. This questionnaire shed light on the better ways of learning collocations forintermediate students.IV. PROCEDUREFirst, QPT was given to 80 students. This placement test consisted of 60 items with 30 vocabulary items and 30grammar items. This test was given to four classes that involved 20 students in it. They were permitted to answer it inonly in 30 minutes. The aim of this test was to homogenize and select intermediate level students. Forty out of eightystudents were selected. Then, they were divided into two groups: 20 students in the control group and 20 students in theexperimental group.All of forty students were fallen through pre-tests including a collocation test, an interview and a questionnaire. Only20 minutes was allocated for answering the 30-item collocation test. The participants had to choose one of the fourchoices to fill in the gaps with the correct collocations. After that, each one took part in an interview with 20 questions.It took each participant 10 minutes to answer them. Students circled the best choice on the questionnaire according totheir attitudes of learning English collocations.After the pretest session, students in the experimental group were engaged in a treatment which was ten sessions onlearning lexical collocations. Each session was one hour and three times in a week. In the first session, they were taughtone unit of the book „English Collocation in Use’. They were asked to practice the collocation exercises by makingexample sentences in which those collocations were used. Then, they had to do the exercises in the following pages. Inthe second session, the instructor went through the new units, after she made some questions of the previous unit. Thisprocedure was the same for following sessions. The selection of these units, as it was mentioned in this book, was basedon more useful collocations in written and spoken English and the collocations which were less obvious and theCambridge Corpus shows can be problematic.One week after the treatment, as the posttest, another collocation completion test which was parallel to the first onewas administrated along with 10-minute interview was conducted. Again the collocation questionnaire was given to theparticipants in order to determine the possible changes in their attitudes of learning vocabulary through lexicalcollocations.During these four weeks of experiment, while the experimental group used the lexical collocations, the control groupdidn‟t receive lexical collocations instruction. The other procedures like time limits, the content of completion test andinterview (in pre and post test) were the same for control group.V. RESULTDescriptive Statistics for Oxford Proficiency TestAs it was previously mentioned, 31 female and 9 male students participated in this study were studying English as aforeign language at Shokouhe Tarbiyat Institute in Isfahan. In order to make sure that the participants had enoughknowledge of vocabulary, an Oxford Placement Test developed by Allen (2004) was administrated in 30 minutes. Table1.1 shows the number of students, mean and standard deviation.TABLE 1.1RESULTS OF DESCRIPTIVE STATISTICS OF OPTGroup StatisticsOPTgroupexperimentalcontrolN Mean Std. Deviation Std. Error Mean20 31.50 2.373 .53120 31.35 1.814 .406© 2013 ACADEMY PUBLISHER
THEORY AND PRACTICE IN LANGUAGE STUDIES 107340 students whose scores were 1 SD above and 1 SD below the mean were selected from the main sample. The tabledisplays that experimental group and the control group were found to be at similar levels of English proficiency becausetheir means are fairly similar (control group=31.50, experimental group=31.35). To find out whether these two meansare statistically different or not, an independent samples t-test was run in Table 1.2.TABLE 1.2RESULTS OF INDEPENDENT SAMPLE T-TEST OF OPTIndependent Samples TestOPTEqual variances assumedEqual variances not assumedLevene's Test for Equalityof VariancesFSig.t-test for Equality of Meanst df Sig. (2-tailed) Mean Difference95% Confidence Interval ofthe DifferenceStd. ErrorDifference Lower Upper.043 .836 .225 38 .824 .150 .668 -1.202 1.502.225 35.556 .824 .150 .668 -1.205 1.505The above table shows that the experimental group and the control group were equal in terms of English proficiencybefore the treatment, t(38) =.22, p> .05. In other words, the mean score of control group was not distinctly differentfrom the mean score of experimental group in English proficiency before the treatment.Results of Pre-testsBefore the treatment a collocation test was given to participants to measure their knowledge of collocation. Inaddition, they were asked to sit for a collocation interview to measure their ability in using of collocations in theirspeaking. Table 1.3 displays the mean and standard deviation.TABLE 1.3RESULTS OF COLLOCATION PRETEST AND INTERVIEW PRETESTGroup Statisticscollocation pretestinterview pretestgroupexperimentalcontrolexperimentalcontrolN Mean Std. Deviation Std. Error Mean20 6.65 1.599 .35720 6.20 2.167 .48420 6.70 .979 .21920 6.25 1.446 .323As the table shows the mean scores of collocation test for experimental group and control group are 6.65 and 6.20,which indicates that they had nearly similar knowledge of collocations. The mean score of participants on interviewpretest for the experimental group was 6.70 and for the control group was 6.25 showing that both groups were fairlysimilar in terms of collocation knowledge and collocation use.Two independent Sample t-test were run to find out any significant differences in pretests. Table 1.4 shows theresults.TABLE 1.4INDEPENDENT SAMPLE T-TEST OF PRETESTSIndependent Samples Testcollocation pretestinterview pretestEqual variances assumedEqual variances not assumedEqual variances assumedEqual variances not assumedLevene's Test for Equalityof VariancesFSig.t-test for Equality of Meanst df Sig. (2-tailed) Mean Difference95% Confidence Interval ofthe DifferenceStd. ErrorDifference Lower Upper1.781 .190 .747 38 .459 .450 .602 -.769 1.669.747 34.956 .460 .450 .602 -.772 1.6728.171 .007 1.152 38 .256 .450 .391 -.341 1.2411.152 33.383 .257 .450 .391 -.344 1.244As the table represents, the amount of t for collocation pretest is t(38) = .7747, p> .05. It indicates that the result isnot significantly different between the mean scores of two groups. For interview pretest, it shows t(38) = 1.125, p> .05.It means that the differences between the participants‟ mean scores in both control and experimental group in the pretestare not significant. In other words, there were no significant differences between the performances of participants incontrol and experimental groups in pretests and before the treatment. In fact, both groups were homogeneous regardingknowledge of collocations before the treatment.© 2013 ACADEMY PUBLISHER
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