Teaching language in chunks: the impact of collocations and fixed expressions on ESL learners’ fluency

Abstract

The chunk-based teaching approach is described in the literature as a pedagogical technique that enables complex texts to be broken down into discrete units, or “chunks” (lexical phrases, set expressions, and fixed phrases), thereby reducing cognitive overload. Collocations, idiomatic expressions, and other lexical chunks carry important cultural and pragmatic information, enabling learners to communicate appropriately and naturally in diverse contexts. In addition, mastering these pre-fabricated language units enhances both spoken and written proficiency while increasing learner motivation by allowing immediate, comprehensible, and successful language use. This study investigates the effectiveness of chunk-based instruction, focusing on collocations and fixed expressions, in enhancing language production, communicative competence, and oral fluency among ESL engineering students from the teachers’ perspectives. Quantitative data were collected through questionnaires that assessed attitudes, beliefs, and perceived fluency gains. The findings reveal a consensus among respondents, ESL teachers, on the effectiveness of chunk-based teaching, with positive attitudes expressed towards its benefits for students’ speaking fluency, confidence, and overall communicative ability. Although acknowledging the inherent challenges of mastering collocations and idioms, participants recognized the potential of chunk-based instruction to enhance learners’ linguistic performance. Thus, it provides empirical evidence for the effectiveness of integrating pre-fabricated language chunks into the ESL curriculum. Further research should investigate the longitudinal effects of systematic chunk instruction on language production and fluency development. Practical recommendations for curriculum design, teacher training, and instructional practices are needed to optimize the implementation of chunk-based learning in ESL contexts.