View in EDS

The Effects of the ILH-Based DDL on the Ability of Thai EFL Learners to Use Academic Collocations

Saved in:
Bibliographic Details
Title: The Effects of the ILH-Based DDL on the Ability of Thai EFL Learners to Use Academic Collocations
Language: English
Authors: Kietnawin Sridhanyarat, Supong Tangkiengsirisin
Source: LEARN Journal: Language Education and Acquisition Research Network. 2025 18(1):190-211.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Analytics, Cognitive Ability, Language Tests, Phrase Structure, Decision Making, Language Patterns, Sentence Structure, Multiple Choice Tests, Second Language Instruction, Second Language Learning, Foreign Countries, Linguistic Input, Academic Language, English (Second Language), College Students, Outcomes of Education, Learning Processes
Geographic Terms: Thailand
ISSN: 2630-0672
2672-9431
Abstract: The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners' use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is hypothesized that the more learners actively engage with the IL components in a DDL task, the greater their development will be in acquiring new collocations. Participants (n = 31) were provided with repeated exposure to authentic L2 input (COCA) through DDL. They explored and analyzed three collocation patterns: adjective-noun, verb-noun, and adverb-past participle. The learners also verbalized their thoughts while completing the DDL tasks. A multiple-choice test and a collocation judgement test were constructed to assess the students' academic collocation competence. The results demonstrated that the ILH-based DDL generated a significant effect on Thai learners' performance of academic collocations. Thai learners also utilized all of the IL components in acquiring academic collocations through DDL. The search component was used most frequently, followed by the evaluation and need components. These findings provide useful insights into both the predictions of the ILH and L2 pedagogy regarding academic collocation learning.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470729
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1470729
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1470729
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of the ILH-Based DDL on the Ability of Thai EFL Learners to Use Academic Collocations
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kietnawin+Sridhanyarat%22">Kietnawin Sridhanyarat</searchLink><br /><searchLink fieldCode="AR" term="%22Supong+Tangkiengsirisin%22">Supong Tangkiengsirisin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. 2025 18(1):190-211.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Phrase+Structure%22">Phrase Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Patterns%22">Language Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Sentence+Structure%22">Sentence Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2630-0672<br />2672-9431
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners' use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is hypothesized that the more learners actively engage with the IL components in a DDL task, the greater their development will be in acquiring new collocations. Participants (n = 31) were provided with repeated exposure to authentic L2 input (COCA) through DDL. They explored and analyzed three collocation patterns: adjective-noun, verb-noun, and adverb-past participle. The learners also verbalized their thoughts while completing the DDL tasks. A multiple-choice test and a collocation judgement test were constructed to assess the students' academic collocation competence. The results demonstrated that the ILH-based DDL generated a significant effect on Thai learners' performance of academic collocations. Thai learners also utilized all of the IL components in acquiring academic collocations through DDL. The search component was used most frequently, followed by the evaluation and need components. These findings provide useful insights into both the predictions of the ILH and L2 pedagogy regarding academic collocation learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1470729
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1470729
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 190
    Subjects:
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Phrase Structure
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Language Patterns
        Type: general
      – SubjectFull: Sentence Structure
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Linguistic Input
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: The Effects of the ILH-Based DDL on the Ability of Thai EFL Learners to Use Academic Collocations
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kietnawin Sridhanyarat
      – PersonEntity:
          Name:
            NameFull: Supong Tangkiengsirisin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2630-0672
            – Type: issn-electronic
              Value: 2672-9431
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: LEARN Journal: Language Education and Acquisition Research Network
              Type: main
ResultId 1