Collocation Errors in the Written Essays of English Second/Foreign Language Learners: A Scoping Review
Ndishunwani Vincent Demana 
, Ernest Kwesi Klu & Mzamani Johannes Maluleke
Issue: Vol.6 No. 9 2025 Article 7 pp.800 – 808
DOI : https://doi.org/10.38159/jelt.2025697 | Published online 26th September, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This review aimed to synthesise research findings on collocation errors from written essays from learners of English as a Second/Foreign Language. Collocations are crucial for achieving natural and fluent language use. However, they are often challenging for ESL/EFL learners, resulting in errors that impact overall writing quality and comprehension. This review examines 11 studies on collocation errors in diverse countries. The research methods employed included quantitative (n = 5), qualitative (n = 5), and mixed methods (n = 1) approaches. The findings revealed that the most common causes of errors include L1 transfer, over generalisation of language rules, and lack of collocational knowledge. This review suggests that ESL/EFL learners require explicit instruction, increased exposure to authentic language, and targeted practice to improve their collocation knowledge. This study provides critical insights into the persistent challenges of mastering collocations and offer recommendations for more effective teaching strategies in language education.
Keywords: Errors, ESL, EFL Lexical Collocations, Grammatical Collocations, Collocational Knowledge, Receptive Vs. Productive Knowledge
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Ndishunwani Vincent Demana is a lecturer in the Department of English, Media Studies, and Linguistics at the University of Venda, South Africa. He supervises postgraduate students and has published widely in peer-reviewed journals. His research focuses on English language teaching, academic writing, second language acquisition, and multilingual language use. With over fifteen years of experience in higher education, he is dedicated to advancing language education and supporting student success.
Ernest Kwesi Klu is a Professor of Educational Linguistics and English Language. He has lectured at the University of Namibia, Medical University of Southern Africa and currently at the University of Venda. He has published extensively in his fields of specialization. He has also supervised numerous post-gradute students. He has served as HoD and also Vice Dean. He has collaborated with colleagues in Africa and Europe. He is currently at the forefront of honing the research and supervision skills of emerging academics. He serves as Editorial board member for several academic journals.
Mzamani Johannes Maluleke is a Senior Lecturer in the Department of English, Media Studies, and Linguistics at the University of Venda, South Africa. He holds a PhD in English Language Teaching and has been teaching English Communication Skills since 2010. In addition, he teaches English Language Theories at the postgraduate level and supervises research in applied linguistics. His research interests include bilingualism and multilingualism, academic writing instruction, and English-medium instruction in higher education. He has published widely in peer-reviewed journals and continues to contribute to scholarship in language education and pedagogy.
Demana, Ndishunwani Vincent , Ernest Kwesi Klu, and Mzamani Johannes Maluleke. “Collocation Errors in the Written Essays of English Second/Foreign Language Learners: A Scoping Review.” Journal of Education and Learning Technology 6, no. 9 (2025): 800-808. https://doi.org/10.38159/jelt.2025697.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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