Exploring the Role of Collocation in Creative Writing among Pakistani Learners at Secondary Level: A Corpus-based Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research works on the usage of lexical collocations for enhancing the creative writing of foreign language learners is considerably lacking. To examine the impact of collocation on reading, speaking and writing skills have been the focus of the researchers. It was observed that the writing skill of EFL learners was weak and they faced difficulties in English writing. Pakistani EFL learners are facing problems while writing English creatively especially at secondary level. Their writing is weak due to lack of adequate combinations of words according to the context. The undertaken research endeavours to explore the impact of English collocations on the creative writing skill and the effect of English Newspaper corpus to improve the collocation knowledge among the EFL learners at Secondary level in Punjab, Pakistan. Quasi experimental research design is adopted for the present study. Two groups of English language learners participate in this research. SPSS, version 23.00 is used to analyse the collected data statistically. The research employs a mixed method. Quantitative data is collected through pre and post-tests, writing task. Qualitative data is collected through semi-structured interviews. Sinclair’ (1991), Ying and Hendrick (2003)’s models are utilized to analyse the data. The results of the study reveal that the participants of the two groups possess inadequate knowledge of collocation. The corpus-based collocation intervention proves significantly effective and it assists the students in experimental group to develop their collocation knowledge and creative writing. The results also reveal that collocation approach contributes a lot to creative writing. Therefore, the results of the study demonstrate that the corpus-based collocation intervention has a significant effect on the participant’s performance in expressing their knowledge in a creative way. This study implies that the collocation knowledge plays a significant role in enhancing EFL secondary learner’s creative writing.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.016 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it