Title: Role of AI in Collocational Development among EFL Undergraduates in

Pakistan: An Experimental Design

1.1 Background of the study

The natural tendency of a word to combine with other words plays an important
role in foreign language learning. This salient feature of lexicon is called
collocations, which were first defined by Firth as "the company words keep their
relationships with other words." Another definition is written as “the habitual
association of a word in a language with other particular words in sentences”
(Robins, 2000, p. 64). Collocations (…) are fixed, recurrent combinations of words
in which each word retains its meaning (Benson 1990: 85). Collocation is a term
used to describe a group of words that occur repeatedly in a language (Carter 1994:
47).

1.1.1 Studies on Collocational Learning and Teaching

There have been different studies on learning and teaching collocations in

past years. Moreover, some studies have also shown the impact of online platforms
for enhancing collocational learning and provide insights into how advanced
technology can be helpful for teaching and learning collocations.

 A quasi-experimental research by Basal et al. (2021) demonstrated that

ONCOLL web-based learning effectively teaches foreign language
collocations better than conventional educational approaches.
 In another study conducted by Basal (2017), he conducted a quasi-
experiment on the effect of online tools on teaching English adjective-noun
collocations. The participants who used online tools for educational
purposes achieved greater success in learning adjective-noun pairings
compared to learners who used traditional educational activities.
  Research involving corpus analysis of collocations has taken place during
previous years. Matthew A. Siegel conducted a research to analyze how
English language learners benefited from using digital corpus (COCA) for
acquiring prepositional collocations. Students accepted the digital corpus as
an advantageous educational instrument but traditional methods produced
less effective results according to the study findings. The research
recommended enhancing learner effectiveness by combining COCA with
new instructional approaches as well as dictionary references.

These studies highlighted the importance of using online platforms for learning and
teaching collocations.

Research study expansion about collocational learning reveals that language

education must incorporate modern technological resources. Modern research
proves that students using digital software retain and utilize collocational
knowledge effectively in actual situations (Webb & Kagimoto, 2011). The
Pakistani educational environment needs this type of approach because traditional
instruction methods deliver inadequate experiences with real-world language use to
students. Technology tools enable teachers to overcome these educational gaps
thus establishing modern learning environments with interactive components. The
AI tools like ChatGPT present educators with an opportunity to create tailored
learning experiences that match each learner's abilities and preferences according
to Luckin et al. (2016). By integrating technology into the learning process
educators succeed in enhancing learners' collocational capabilities and at the same
time encourage self-directed learning and student participation.
1.1.2 Role of AI in Language Learning

This research examines Artificial Intelligence techniques for improving lexical

collocations between adjectives and nouns and verbs and adverbs in the English as
a foreign language education of Pakistani undergraduates. An experimental study
using an AI-powered tool will help participants find out how efficient AI learning
is over standard approach in building collocational skills.

Computer technology through artificial intelligence transforms education and

enables students to experience personalized learning that also includes interactive
and adaptive educational processes. The AI tool referred to as ChatGPT offers
language learners real-time feedback in addition to personalized assignments and
practical language experience simulation which make them exceptionally useful
for mastering language structures known as collocations according to Luckin et al.
(2016). AI has huge potential but its usage in enhancing collocational development
has received minimal research attention specifically across EFL practices in
Pakistan.

The research seeks to evaluate AI's capability for boosting collocational knowledge
through direct assessment. The application of AI works as an effective
contemporary alternative which delivers uniform results to students in ways that
traditional methods might not. This research presents AI benefits to inspire students
and faculty members toward using AI tools for language education thus
modernizing their traditional classroom practices.

Enhanced educational practices occur through AI technologies integrated into

language learning systems. AI tools deliver different benefits compared to
conventional learning methods because they adapt to individual learner
development in real-time while creating specific feedback and personalized
educational routes (Heift & Schulze, 2007). The analysis of collocational errors
performed by AI systems allows platforms to create exercises specifically designed
for learners' particular weaknesses. The specific learning focus enabled by
personalization works best for EFL students in Pakistan since their educational
environment provides limited one-on-one teaching resources along with large
student-to-teacher ratios. Through AI tools EFL learners can experience realistic
communication practice along with contextualized collocation exercises that help
them develop natural collocation skills (Fryer et al., 2019). AI integration within
education helps teachers design learning environments which produce substantive
outcomes that help students achieve proficiency in realistic language usage.

1.1.3 Status of English in Pakistan

English has evolved into a worldwide language that functions as the primary
connection between people for educational and commercial and multinational
communication needs (Crystal, 2003). English maintains a particular status as a
legal language within Pakistan while also serving as a standard instructional
medium for professional fields and higher learning. The English language
proficiency among Pakistani learners shows insufficient improvement particularly
when it comes to vocabulary knowledge and using proper lexical combinations
which include collocations (Shamim, 2013).

The National Education Policy (2018) of Pakistan admits students possess poor
levels of English skills due to inappropriate educational strategies along with
teacher shortages and limited exposure to authentic English language use
according to Government of Pakistan (2018). Despite being an obligatory
academic subject throughout all educational levels from primary through university
education the proficiency of learners remains substandard particularly when using
English for academic tasks or professional purposes (Ali, 2019). The inability to
use collocations correctly demonstrates the noticeable linguistic deficiency among
students seeking to become fluent like native speakers.

English language status in Pakistan becomes complex because the nation contains
multiple languages. The learners who speak any of the seventy languages identified
in Pakistan face difficulties mastering English because their native tongues
interfere according to Mahboob (2009). The wide range of languages spoken in
Pakistan fosters a learning context that demands students coordinate between
several linguistic systems within their studies. The combination of various
Pakistani native languages along with their complex grammar creates substantial
barriers for EFL learners who wish to master English fluency particularly when it
comes to word relation knowledge in collocations. The resolution of these issues
needs creative teaching strategies alongside modern technological solutions
specifically AI solutions which should give learners essential resources for their
achievement.

1.1.4 The Potential of AI in Collocational Development

AI offers several advantages for collocational learning. The immediate feedback

feature enables learners to recognize their incorrect word pairings which helps
them learn to avoid unfitting word combinations (Heift & Schulze, 2007). AI tools
use learner proficiency information to custom-create learning exercises which
avoid trivial or overwhelming challenges (Warschauer & Healey, 1998). Through
simulated virtual conversations such as chatbots and interactive dialogue AI tools
deliver authentic collocational examples to students (Fryer et al., 2019).

Research about the effectiveness of AI in collocational development remains scarce

especially when the focus shifts to the Pakistani educational context. The
investigation focuses on studying how AI technology helps EFL undergraduates in
Pakistan improve their skills in using adjective-noun and verb-adverb collocations.

The most useful characteristic of AI in collocational development lies in its

capability to deliver automated feedback with practical correction suggestions. AI
tools provide real-time error detection and precise recommendations for
improvement since they surpass traditional feedback conventions (Warschauer &
Healey, 1998). The system detects when a learner uses an incorrect phrase like “do
a decision” so it displays the appropriate phrase “make a decision” immediately.
Immediate feedback allows learners to modify mistakes while teaching them how
to form correct usage patterns to enhance their learning performance. AI tools
monitor learner advancement through time which generates performance analytics
educators can use for optimizing instruction (Luckin et al., 2016). A data-based
educational strategy guarantees students get necessary support to master
collocations which helps them improve their English fluency.

1.1.5 The Importance of Collocations in Language Learning

Collocations, defined as the habitual co-occurrence of words in a language (Firth,

1957), are a cornerstone of linguistic competence. A second language learner
requires collocations to develop both fluency and native speaker proficiency
(Nation, 2001). Native speakers naturally understand the correct phrase choice
between "make a decision" and "do a decision" even though these differences
create difficulties for EFL learners (Bahns & Eldaw, 1993). According to Sinclair
(1991) such tandem word connections follow the linguistic and cultural patterns of
language making their mastery through traditional instruction methods impossible.

The strength of collocational competence in predicting comprehensive language

proficiency stands clear from research findings (Pawley & Syder, 1983). EFL
students experience difficulties learning collocations because these patterns are set
and idiomatic expressions that cannot be derived from grammatical rules or direct
translation (Nesselhauf, 2005). The teaching of English as a foreign language in
Pakistan together with memorization-based pedagogy makes it difficult for learners
to develop authentic language competence (Ali, 2019).

Collocations play an essential role in mastery beyond linguistic accuracy since they
form an essential part of communicative competence. Native speakers use
collocations seamlessly while EFL learners who lack proper understanding and
usage of these phrases end up creating confusion which reduces their speaking
fluency according to Pawley & Syder (1983). A learner who shows understanding
of separate words “make” and “decision” will struggle for listeners to grasp their
speech when they use improper collocation “do a decision.” To avoid confusion
EFL learners need specific training of collocations particularly when they
encounter limited exposure to natural language usage. Use of AI resources in
learning enables teachers to deliver resources which help students better
understand collocations for improved language proficiency.

1.1.6 Challenges in Collocational Learning for EFL Learners

The acquisition of collocations represents a specific hurdle for English as a Foreign
Language learners located in Pakistan. The teaching approach using traditional
methods focuses on grammar isolation and vocabulary study while insufficiently
presenting authentic collocational patterns to students (Bahns & Eldaw, 1993).
Students often create inappropriate word sequences according to Nesselhauf (2005)
through "do a mistake" instead of using the correct "make a mistake." The mistakes
in word combinations lead to poor communication skills and deteriorate both
learner self-confidence and academic performance levels.

Moreover, the lack of authentic language input in Pakistani classrooms exacerbates

the problem. The teaching environment in Pakistani classrooms presents
decontextualized vocabulary lists with grammar exercises that fail to mimic natural
language usage in real-life settings (Ali, 2019). A major mismatch exists between
what students learn in classrooms and natural language usage in outside contexts
so innovative solutions must be developed for collocational education.

Both learners and teachers face major difficulties in collocational learning because
they fail to understand the essential value of collocations properly. A large number
of learners dedicate their attention to memorizing single words instead of grasping
the system that allows words to create functional combinations (Nesselhauf, 2005).
When learners focus on memorizing single words they restrain their effective use
of collocations because this approach blocks their holistic language advancement.
Education professionals typically lack proper training on collocations instruction
together with necessary educational tools which forces them to apply outdated
techniques that fail to teach complicated word associations. The solution requires
increased attention on collocational learning during teacher training and the
adoption of AI-based educational technology in educational settings. Educational
teams acquire the necessary tools to help students handle English collocations
along with improved fluency competence.

1.2 Statement of Problem

EFL learners in Pakistan often face difficulties in using appropriate collocations

because they lack exposure to specific combinations of words in traditional
methods of language learning. Moreover, traditional methods do not always prove
to be fully effective among all learners. Our learners are unaware of the positive
use of AI. They are not aware of the fact that they can achieve native like
competency in language using AI. Our educators are not even aware of the proper
use of AI that how AI can do wonders in developing collocational knowledge.

Nowadays, with the prevalence of modern technology, AI can be a potential

source of learning but there is a need to explore the use of AI in language learning.
However, there is limited research on the effectiveness of using AI for developing
collocational knowledge. So, this study seeks to address the role of AI in the
development of lexical collocations to help students be proficient in the use of
collocations. Because if this problem persists, EFL learners will continue to face
difficulties in becoming fluent in the English language which can affect their
professional and academic careers.

Contextual challenges that EFL students in Pakistan encounter demonstrate an

immediate requirement for advanced solutions to improve their collocational
abilities. The current educational system focuses only on grammar and vocabulary
independence from each other so students fail to grasp important word
relationships and patterns. Such conditions have produced an environment where
learners cannot use collocations with proficiency thus producing incorrect and
unnatural language usage. The combination of artificial intelligence technologies in
language education system presents an ideal solution which enables language
learners to develop better command of collocations while improving their overall
proficiency. The Pakistani educational system lacks research into the utilization of
AI technologies to solve its linguistic issues. This research investigates AI-based
collocational development by establishing practical EFL teaching approaches that
integrate the technology.

1.3 Research objectives

 To investigate the use of AI in developing lexical collocations among EFL

undergraduates in Pakistan
 To discuss the role of AI in developing adjective-noun collocations
 To explore the impact of AI on acquisition of verb-adverb collocations
 To assess the EFL undergraduates’ attitude towards development of
collocational knowledge using AI tools
1.4. Research Questions
2. What is the use of AI in the development of lexical collocations among EFL
undergraduates in Pakistan?
 To what extent does AI play a role in developing adjective-noun
collocations?
 What impact does AI have on learning of verb-adverb collocations?
3. What is the attitude of EFL undergraduates towards the development of
collocational knowledge with AI tools?

1.5 Significance of study

This study has several implications for EFL learners, educators, and researchers.
For learners, it offers a novel approach to mastering collocations, which are
essential for achieving fluency in English. For educators, it provides insights into
how AI can be integrated into language teaching to enhance collocational
competence. For researchers, it contributes to the growing body of literature on
technology-enhanced language learning, particularly in the context of AI and
collocations.

Nowadays, there is a need to explore the techniques and methods of language

learning and teaching by using modern technology. Artificial Intelligence (AI) is an
advancement in modern technology that can be a valuable source for learning and
teaching language. This study has significance for both learners and educators of
EFL specifically in terms of lexical collocations. It will help learners and educators
see the positive side of AI and how AI can be integrated into an EFL classroom.
This study will contribute to the students’ enhancement of collocational knowledge
by using AI. It will teach them the right use of technology that they can be
competent in collocations using AI.

Moreover, this study will make the instructors/educators realize that they can
use AI for various classroom activities besides traditional methods, which can be
more effective for learning in the context of collocations. This research will bring
focus of educators on how they can develop new instructional/ teaching strategies
incorporating AI for the increased and improved knowledge of lexical
combinations for EFL learners. This study will also provide empirical data that AI
is a potential source for the improvement of collocational learning, and it will help
educators as well as learners to improve their collocation errors.

This research's relevance reaches past its specific parameters of education in

English as a foreign language within Pakistan. AI technology will certainly
transform language education since it shows enormous capacity to revolutionize
this field. The findings of this study about AI successes in collocational education
can serve educational contexts dealing with comparable issues. Research results
provide input for developing AI-based instructional materials that target EFL
student requirements which will create better personalized language learning
experiences. The research has potential to enhance both collocational competence
for English as foreign language students and innovative technological
developments in language education.

1.6 Scope of study

This study focuses on EFL undergraduates in Pakistan, specifically examining their

ability to acquire adjective-noun and verb-adverb collocations using AI tools. The
study is limited to a specific demographic (undergraduates) and context (Pakistan),
which may affect the generalizability of the findings. Additionally, the study
focuses on lexical collocations and does not explore other types of collocations,
such as grammatical collocations.

The research primarily examines Pakistani EFL undergraduate students but the
discovered results extend their relevance across language education systems like
theirs. The educational difficulties encountered by Pakistani learners pertaining to
insufficient authentic language exposure coupled with conventional educational
methods exist elsewhere worldwide. A large number of nations that instruct
English as a secondary language encounter this kind of teaching problem. The
study integrates artificial intelligence to solve these difficulties thus producing
beneficial understanding and methods which other teaching scenarios can utilize.
Future research about language learning collocations can build on this study
because it examines lexical collocations specifically between adjective-nouns and
verbs with adverbs.

1.7 Definitions of terms

 Collocations: The habitual co-occurrence of words in a language (Firth,

1957).
  Lexical Collocations: Combinations of content words, such as adjective-
noun and verb-adverb pairs (Benson, 1990).

 Artificial Intelligence (AI): The simulation of human intelligence in

machines, particularly in the context of language learning (Luckin et al.,
2016).

 EFL Undergraduates: Students in Pakistan who are learning English as a

foreign language at the undergraduate level.

1.8 Organization of thesis

This research work presents itself through five distinct parts. The study
introduction in Chapter 1 includes the study background and problem statement
and research objectives as well as its significance. The second chapter evaluates
the research literature about collocations together with AI applications for language
learning while examining EFL learners' difficulties. The research methodology
section of Chapter 3 explains both the experimental design method and procedures
for participant selection and research data collection. The chapter 4 contains the
findings alongside their corresponding implications. The research ends with
Chapter 5 which reviews all main study findings and provides recommendations
for possible future exploration.

1.9 Summary of this chapter

The analysis presents a summary of the study which discusses both the essential
role of collocations in language education and EFL learners' difficulties in
Pakistan. The research sets its aim to examine AI's function in developing
collocations through determining research goals and questions. This study's
importance was explained for learners and educators and researchers and the
study's boundaries together with its constraints were described. The final section
introduces an outline of the thesis design.

References

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Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge

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Nesselhauf, N. (2005). Collocations in a Learner Corpus. John Benjamins

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Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence
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Benson, M. (1990). Collocations and general-purpose dictionaries. International

Journal of Lexicography, 3(1), 23-34.

Crystal, D. (2003). English as a Global Language. Cambridge University Press.

Government of Pakistan. (2018). National Education Policy. Ministry of Federal
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