September 18, 2025Social science review archives.

Bridging Theory and Practice: Enhancing Collocational Competence in Pakistan’s Secondary EFL Classroom through Teacher Development and Curriculum Reform

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Results indicate that teachers possess incomplete knowledge of collocations, compromising EFL learners' proficiency.
Teachers rely primarily on rote learning and textbooks, with collocations inadequately integrated into the curriculum.
The research utilized thematic analysis of semi-structured interviews with 10 public-sector English teachers.
These findings underline the necessity for pedagogical reforms and professional development in EFL instruction.

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Implication

Qualitative analysis reveals gaps in collocation teaching by EFL teachers in Pakistan, highlighting the need for curriculum reforms and enhanced training.

Cite This Study

Mahboob et al. (2025) studied this question.

synapsesocial.com/papers/68d462c131b076d99fa61e45 https://doi.org/10.70670/sra.v3i3.970

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Implication

Qualitative analysis reveals gaps in collocation teaching by EFL teachers in Pakistan, highlighting the need for curriculum reforms and enhanced training.

Bridging Theory and Practice: Enhancing Collocational Competence in Pakistan’s Secondary EFL Classroom through Teacher Development and Curriculum Reform

Key Points

Discussion

Implication

Cite This Study

Bridging Theory and Practice: Enhancing Collocational Competence in Pakistan’s Secondary EFL Classroom through Teacher Development and Curriculum Reform

Key Points

Discussion

Implication

Cite This Study

Also Consider

Also Consider