Enhancing Verb‐Noun Collocation Learning among Chinese EFL Learners
A Comparison of Cognitive Linguistics‐Inspired, GenAI‐Assisted, and Traditional Instruction
Bibliographic Data
| ID | 12114802 |
|---|---|
| Authors | Jie Qin (0000-0002-6273-5585, School of Foreign Studies South China Agricultural University Guangzhou, GD China), Yaochen Deng (0000-0001-5463-8278, China Research Center for Northeast Asian Languages Dalian University of Foreign Languages Dalian China, corresponding author), Dongqi Li (0000-0002-0421-2161, School of Foreign Studies South China Agricultural University Guangzhou, GD China), Dilin Liu (0000-0002-8290-3734, Department of English The University of Alabama Tuscaloosa Alabama USA) |
| Year | 2025 |
| Publication date | 2025-12-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ijal.70088 |
| OpenAlex | W7117788401 |
| Language | EN |
| Citations received | 1 |
| References cited | 40 |
This study investigates the effects of Cognitive Linguistics (CL)‐inspired, Generative AI (GenAI)‐assisted, and traditional instruction on Chinese EFL learners' knowledge and retention of English verb‐noun collocations. A quasi‐experiment was conducted involving three intact classes with a total of 133 second‐year college students randomly assigned to one of the three instructional treatments. Learners’ learning of verb‐noun collocations was assessed through pre‐, immediate post‐, and delayed posttests, while their subjective assessment of the instruction was captured via a learner questionnaire. The results indicate that the CL‐inspired instruction was the most effective in both knowledge gains and retention, highlighting the benefits of emphasizing the conceptual and semantic motivations behind collocations to create meaningful and lasting learning outcomes. The GenAI‐assisted group demonstrated moderate improvement but lagged in long‐term retention, suggesting that GenAI tools may not foster deep cognitive engagement in processing and analyzing input necessary for durable learning. Learner assessment corroborated these findings, with CL participants reporting high satisfaction due to the instruction's emphasis on semantic understanding, while GenAI users appreciated its efficiency but reported limited opportunities for active reasoning and deep cognitive engagement with the learning process. The study underscores the potential of CL‐inspired instruction for promoting meaningful collocation learning and calls for further exploration of integrating GenAI tools with cognitively engaging strategies
Cognition · Cognitive linguistics · Cognitive Load · Collocation (remote sensing · Conceptual change · Generative grammar · Generative model · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching
Grammar and Conceptualization
Corpora in Applied Linguistics
The learning burden of collocations
Statistical power and optimal design in experiments in which samples of participants respond to samples of stimuli.
Chatbot learning partners
The contemporary theory of metaphor
Mixed-effects modeling with crossed random effects for subjects and items
Assessing Lexical Proficiency Using Analytic Ratings
Metaphor awareness and vocabulary retention
Phraseology and Second Language Proficiency
Form-focused Instruction in Second Language Vocabulary Learning
The Use of Collocations by Advanced Learners of English and Some Implications for Teaching
Same benefits, different communication patterns
Effects of distributed practice on the acquisition of verb-noun collocations
Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning
Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning
The effectiveness of cognitive linguistics‐inspired language pedagogies
The effectiveness of the Conceptual Metaphor Approach to English idiom acquisition by young Chinese learners
The Structure of the Collocational Dictionary
Cognitive Linguistic approaches to teaching vocabulary
Cognitive linguistics-inspired language instruction
Going Beyond Patterns
L1 Influence on the Acquisition of L2 Collocations
Learning Phrasal Verbs Through Conceptual Metaphors
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |