Methodology for Teaching English Collocations to University Students Using Video Content

Abstract

The effective acquisition of English collocations is a critical component of developing communicative competence among university students. However, traditional teaching approaches often fail to provide authentic contextual exposure necessary for mastering collocations. This study explores a methodology for teaching English collocations through video-based instruction. Video content offers rich linguistic input, combining visual, auditory, and contextual cues that enhance learners’ understanding and retention of collocations. The research employs a mixed-method approach, integrating classroom experimentation, observation, and student feedback to evaluate the effectiveness of video-assisted learning. The findings indicate that students exposed to video materials demonstrate significantly improved recognition, comprehension, and production of collocations. Additionally, video-based instruction increases student motivation, engagement, and autonomy in language learning. The study proposes practical strategies, including pre-viewing, while-viewing, and post-viewing activities, to facilitate deeper learning. The results highlight the importance of integrating multimedia tools into English language teaching methodologies, particularly for lexical development. The study contributes to the advancement of innovative pedagogical approaches in higher education contexts.