Abstract

This experimental study will investigate the impact of Data-Driven Learning (DDL) and Input Enhancement (IE) approaches on Saudi EFL learners' acquisition of grammatical collocations (GCs), particularly prepositional collocations. Additionally, it will explore learners' perceptions of these approaches. Data-Driven Learning (DDL) approach involves corpus-based techniques (e.g., frequency analysis, concordancing), while Input Enhancement (IE) approach employs visual modifications (e.g., bolding, underlining) to highlight target collocations in texts. The study is grounded in three key theoretical frameworks: Firth’s (1957) contextual theory of meaning, Schmidt’s (1990, 2001) noticing hypothesis.

The research incorporates a mixed-methods approach, combining quantitative assessment through pre- and post-tests, The grammatical collocation tests were developed to measure two key aspects of language proficiency: receptive knowledge, which refers to the ability to identify and comprehend collocations, and productive knowledge, which involves accurately producing collocations in context. Each test component was systematically structured to align with its respective knowledge type, ensuring a comprehensive evaluation of learners’ collocational competence. Survey questionnaire with qualitative data gathered through open-ended questions. This mixed-methods approach enables a comprehensive evaluation of how these instructional methods affect Saudi EFL learners' acquisition of prepositional grammatical collocations in both receptive and productive contexts.