Investigating the Impact of Visual-Enhanced Contextual Reading on Developing Collocational Competence of ESL Learners

This study aimed to investigate the effect of visual-enhanced contextual reading on developing collocational competence among ESL students. The quasi-experimental research design was used in this study. Specifically, it was a pre-test-post-test control group design where 80 students were selected using their language proficiency levels and were equally divided into two groups: an experimental group and a control group. The experimental design was used in this study because it was aimed at investigating the effect of contextual reading on developing collocational competence among ESL students. The data collection instrument used in this study was a researcher-developed Collocational Competence Test consisting of multiple-choice items, gap-filling, and sentence construction with a total score of 50 marks. The test was conducted as a pre-test and post-test to assess the learners’ progress. Statistical analysis using independent samples t-tests confirmed that the experimental group showed improved collocational competence compared to the control group. The results show that visual enhancement of collocations embedded in contextual reading materials can facilitate learners’ recognition and productive use of collocations. This research contributes to the pedagogical application of input enhancement techniques for teaching reading, which can promote lexical development in ESL settings.

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