The Effect of Reading Short Stories on Learning English Collocation among Pre-Intermediate EFL Learners

Abstract

One of the most problematic areas for foreign language learning is collocation. Iranian EFL learners mostly complain about being unable to talk voluntarily in class since they are not able to produce collocations and new vocabularies because they have of feeling anxious. This study aimed at investigating the effect of reading short stories on learning English collocations among pre-intermediate EFL Learners. The study had an experimental design and the sample of the study consisted of 54 students chosen from the results of a placement test to determine the pre-intermediate level students in Simin Language Institute in Sari. They were placed into 2 groups of experimental and control. Data of the study were collected through a collocation test used as pretest and posttest. The teacher assessed the effect of reading short stories on learning English collocations among pre intermediate EFL learners. The collected data were analyzed through statistical methods by SPSS software version 21. Results showed that the experimental group outperformed the control group on the measure. This indicated that reading short stories had a statistical significant effect on EFL learners’ collocation learning. Results had implications for teachers, learners and material developers.