Exploring challenges of English collocation errors of ESL students in a South African university

Abstract

English continues to dominate higher education in South Africa as the primary language of teaching, learning, and academic writing. However, many first-year students who come from non-English speaking backgrounds face persistent challenges in producing natural and idiomatic English expressions. One of the most common difficulties lies in the inappropriate use of lexical collocations word combinations that native speakers instinctively use together. This study investigates the nature, frequency, and causes of collocational errors in the academic writing of first-year English as a Second Language (ESL) students at a South African university. Although several studies have examined grammatical and lexical errors, limited attention has been given to collocational competence within the South African higher education context. Using a mixed-methods approach, the study analysed students’ essays and conducted interviews to determine the frequency, types, and causes of collocational errors. Findings show that verb–noun and adjective–noun combinations were the most problematic, mainly due to first-language transfer and insufficient exposure to authentic English input. Despite these challenges, students displayed partial mastery of common collocations such as take notes and give a presentation, indicating developing phraseological awareness. The study concludes that explicit collocation instruction and increased contextual exposure are essential to bridge the gap between grammatical accuracy and natural, idiomatic English use.