Abstract
This study aims to identify the effectiveness of collocation instruction for Korean EFL students based on a meta-analysis. The meta-analysis of 24 studies published in the field of English language education led to several meaningful results. First, collocation instruction in English education showed significant effects on EFL learners in both linguistic and affective domains. Second, the positive effect sizes for language skills in the linguistic domain were demonstrated among different school levels: elementary (.884), middle (.612), and high schools (.435). Interestingly, the effect sizes for the affective domain were slightly different from those of language skills among the school levels; middle (.646), high (.592), and elementary schools (.257). Third, productive language skills were highly improved through collocation instruction. Most of all, the greatest improvement was found in writing (.989) and speaking skills (.958), which are said to be difficult to learn in a traditional EFL classroom environment. Finally, receptive language skills showed small effect size (.350) through collocation instruction. Educational implications related to collocation instruction were also discussed.
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