The Effects of Synchronous Vs. Asynchronous Video-Based Instruction of Collocational Patterns on Iranian EFL Learners’ Acquisition and Retention of English Collocations [پايان نامه لاتين]

Maryam Imani

Record Identifier: 52633
Title: The Effects of Synchronous Vs. Asynchronous Video-Based Instruction of Collocational Patterns on Iranian EFL Learners’ Acquisition and Retention of English Collocations
Personal Name: Maryam Imani
Studied Course: Teaching English as a Foreign Language (TEFL)
Supervisor: Dr. Masoomeh Estaji
College: Humanities
University: Khatam
Descriptor: Retention
Acquisition
Iranian EFL Learners
Collocations
Asynchronous VBI
Synchronous VBI
Degree: Master
Studied Year: 2025
Abstract: Despite the recognized importance of collocations in language learning, there remains a lack of research on the effectiveness of their different instructional modalities. Specifically, few studies have focused on comparing the effectiveness of synchronous vs. asynchronous instructional approaches for the acquisition and retention of collocations. To address this research gap, employing a sequential explanatory mixed-methods research design, this study investigated the effects of synchronous vs. asynchronous video-based instruction (VBI) on Iranian EFL learners’ acquisition and retention of collocations. It also identified the challenges these learners encountered while using synchronous VBI and explored the factors they deemed effective in facilitating their learning of collocational patterns. At the outset of the study, the Longman Placement Test (Pearson Longman, 2006) was administered to ensure that the participants possessed similar language proficiency levels. Then, in the quantitative phase, the participants (N=60) were divided into two groups, each of which included 30 participants. They received either synchronous or asynchronous VBI for eight sessions. Subsequently, an adapted scale, based on Wesche and Paribakht (1996), was utilized to assess the learners’ knowledge of collocations. Prior to initiating the main study, the researcher conducted a pilot study with a group of 17 Iranian EFL learners to identify any potential difficulties they might face while taking the collocation test. A researcher-adapted version of the collocation test based on the exercises of the “Collocations in Use” book served as pre-test, immediate, and delayed post-test instruments, allowing the researcher to evaluate the participants’ learning outcomes and compare results for the synchronous vs. asynchronous groups. A mixed between-within repeated measures ANOVA was employed to examine the effect of synchronous VBI on the learners’ acquisition and retention of collocations. Furthermore, it investigated the differential influences of synchronous versus asynchronous VBI on the learners’ acquisition and retention of collocations. The research results revealed that synchronous VBI led to significantly greater acquisition and retention of collocations. However, the results demonstrated that the instructional modality did not result in significant differences in the acquisition and retention of collocations between the two groups. In the qualitative phase, data were gathered through a follow-up open-ended questionnaire completed by 20 volunteers from the synchronous VBI group. The obtained textual data were entered into MAXQDA for qualitative analysis. Using content and thematic analysis, it was revealed that the participants had positive attitudes toward the use and usefulness of synchronous VBI. Nevertheless, they reported facing some challenges during synchronous VBI of collocational patterns (e.g., connectivity problems, not remembering some collocations). Furthermore, they articulated that four groups of factors (synchronous VBI-related, instructor-related, contextual & cultural, and improvement-related) are influential in enhancing the effective use of synchronous VBI for learning collocational patterns. Collectively, this study’s results hold significant implications for language teachers and curriculum developers working with Iranian EFL learners, particularly regarding the design of online courses that aim to foster effective acquisition and retention of collocations.
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