This study explores the correlation between the teaching of collocations and lexical bundles and the improvement of the writing skill of first-year university students. The thesis addresses three research questions. First, to what extent can the explicit teaching of collocations and lexical bundles assist the students in learning them and can later use the acquired collocations and lexical bundles morphologically and grammatically accurately in writing? Second, the study asks if there is a
correlation between using the collocation and lexical bundle and improving the writing grade. Finally, the study investigated if there is a relationship between the increase in the number of collocations and lexical bundles and the difference in the writing grade and whether such an increase leads to improvement in the overall score.

Author: Sally Kondos

Published in: London International Conference on Education (LICE-2024)

• Date of Conference: 4-6 November 2024
• DOI: 10.20533/LICE.2024.0021
• ISBN: 978-1-913572-74-7
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK