Abstract
The purpose of this research is to discover the effect of web-based collocation instruction on ESL students’ collocational knowledge and their speaking fluency. The design of the survey is pre and post test control and experimental groups. Seventy –five (75) freshmen college students from two classes in a JSS College for Women in Mysore city, India contributed in this study. The experimental group was taught collocations through web-based collocation instruction while the control group was taught traditionally.
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