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The objectives of this research were to compare learning achievement in word-collocations of the students before and after learning through corpus base and to examine the students’ satisfaction on learning with the integration of corpus base. The sample group was composed of 62 second-year English Education majors enrolling in the English writing 1 course in the first semester of the 2019 academic year. The cluster sampling method was applied to select the sample group which was divided into the experimental and control group with an equal number. The control group was taught by using the traditional method whereas the control group was integrated by the corpus-based approach. The research instruments consisted of four instructional management plans on collocation with 12 periods of learning activities, a learning achievement test for traditional and corpus-incorporated learning approaches, and a satisfaction questionnaire on corpus-based learning. The data were statistically analyzed for mean, standard deviation, and t-test independent.
The research results revealed that the learning achievement of the experimental group was higher than that of the control group with the mean scores of 54.01 and 43.54 respectively. It could be concluded that the learning achievement of the experimental group was statistically higher than that of the control group at the .01 level. It was also revealed that the satisfaction of the experimental group with the integration of corpus base was at the highest level with the mean of 4.34
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