Research Article
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Year 2020, , 489 - 509, 29.03.2020
https://doi.org/10.17263/jlls.712891

Abstract

References

  • Ağca, R. K., & Özdemir, S. (2013). Foreign language vocabulary learning with mobile technologies. Procedia–Social and Behavioral Sciences, 83, 781–785. doi: 10.1016/j.sbspro.2013.06.147
  • Alemi, M., Sarab, M., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile Assisted Language Learning. International Education Studies, 5(6), 99–109. Doi: 10.5539/ies.v5n6p99
  • Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of Mobile Assisted Language Learning (MALL) in L2 listening comprehension. Procedia-Social Behavioral Sciences, 98, 1836-1843.doi: 10.1016/j.sbspro.2014.03.613
  • Bárcena, E. et al. (2015). State of the art of language learning design using mobile technology: sample apps and some critical reflection. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, (pp. 36-43). Dublin: Researchpublishing.net. doi: 10.14705/rpnet.2015.000307 Başoğlu, E., & Akdemir, O. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology, 9(3), 1–7. Retrieved from https://eric.ed.gov/?id=EJ898010
  • Bornstein, A. (n.d.). Memorizing vocabulary and languages. VideoJug, Retrieved from http://www.videojug.com/interview/memorizing-vocabulary-and-languages
  • Bruton, A. (2009). The Vocabulary Knowledge Scale: A critical analysis. Language Assessment Quarterly, 6, 288-297. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15434300902801909?journalCode=hlaq20 Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645.doi: 10.1016/j.compedu.2007.06.011 Cohen, J. (1960). A coefficient of agreement for nominal scales, Educational and Psychological Measurement, 20(1),37-46.doi: 10.1177/001316446002000104 Çavuş, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78–91.doi:10.1111/j.14678535.2007.00801.x
  • Deng, H., & Shao, Y. (2011). Self-directed English vocabulary learning with a mobile application in everyday context. 10th World Conference on Mobile and Contextual Learning: mLearn 2011 Conference Proceedings, China, 24-31. Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52(2), Retrieved from http://opensiuc.lib.siu.edu/tpr/vol52/iss2/5/
  • Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66-81. doi: 10.1111/j.1467-8535.2011.01260.x
  • Hu, Z. (2013). Vocabulary learning assisted by mobile phones: Perceptions of Chinese adult learners. Journal of Cambridge Studies, 8(1), 139 – 154. Doi: 10.17863/CAM.1468.
  • Huang, Y-M., Huang, Y-M., Huang, S-H. & Lin Y-T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58, 273-282. Doi:10.1016/j.compedu.2011.08.008
  • Hubbard, P. (Ed.) (2009). Computer-assisted Language Learning: Critical Concepts in Linguistics, Volumes I-IV. London & New York: Routledge. Jee, M. J. (2011). Web 2.0 technology meets Mobile Assisted Language Learning. The IALLT Journal, 41(1), 161-175. Retrieved from http://ialltjournal.org/index.php/ialltjournal/article/view/127
  • Kukulska-Hulme, A., & Shield, L. (2008). An overview of Mobile Assisted Language Learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. doi: 10.1017/S0958344008000335 Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning, 54 (3), 399-436. doi: 10.1111/j.0023-8333.2004.00260.x
  • Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press. Liu, P. L., & Chen, C-J. (2014). Learning English through actions: A study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158-17. doi: 10.1080/10494820.2014.959976
  • Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer-assisted Learning, 24(6), 515–525. Doi:10.1111/j.1365-2729.2008.00289.x
  • McMillan, J. H., & Schumacher, S. (2006). Research education: Evidence-based inquiry (6th ed.). USA: Pearson. Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309-319. Doi:10.5121/ijdps.2012.3126
  • Nino, A. (2015). Language learners’ perceptions and experiences on the use of mobile applications for independent language learning in higher education. The IAFOR Journal of Education, Technologies & Education Special Edition, 73-84. Retrieved from https://files.eric.ed.gov/fulltext/EJ1100623.pdf O'Dell, F., & McCarthy, M. (2008). English collocations in use: Advanced. Cambridge: Cambridge University Press.
  • O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., & Sharples, M. (2005). Guidelines for learning/teaching/tutoring in a mobile environment. Retrieved from http://www.mobilearn.org/download/results/public_deliverables/MOBIlearn_D4.1_Final.pdf Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary use on language learning. Procedia – Social and Behavioral Sciences, 98, 1469–1474.doi: 10.1016/j.sbspro.2014.03.567
  • Rezaei, A., Mai, N., & Pesaranghader, A. (2014). The effect of mobile applications on English vocabulary acquisition. Jurnal Teknologi, 68(2), 73–83.doi:10.11113/jt.v68.2912 Rodríguez-Arancón, P., Arús, J., & Calle-Martínez, C. (2013). The use of current mobile applications in EFL. Procedia - Social and Behavioral Sciences, 103, 1189-1196. Doi:10.1016/j.sbspro.2013.10.446. Saran, M., Seferoglu, G., & Cagiltay, K. (2012). Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181–190. Retrieved from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=01195646&AN=74731081&h=SGYe6I7Ov2ZoPQTvSBfJgTaGTQFdzsDWVayQExfAho8z0%2fr4T3FCs6EWXLRQIn2A2xuJVx2bk4MDQHfh1sEyVg%3d%3d&crl=f&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d01195646%26AN%3d74731081
  • Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48, 281-317.doi:10.1111/1467-9922.00042
  • Schmitt. N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64 (4), 913–951.doi:10.1111/lang.12077
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı Yayıncılık. Soleimani, E., İsmail, K., & Mustaffa, R. (2014). The acceptance of Mobile Assisted Language Learning (MALL) among postgraduate ESL students in UKM. Procedia- Social and Behavioral Sciences, 118, 457-462.doi:10.1016/j.sbspro.2014.02.062
  • Song, Y., & Fox, R. (2005). Integrating m-technology into Web-based ESL vocabulary learning for working adult learners. Paper presented at Wireless and Mobile Technologies in Education, Tokushima.
  • Steel, C. (2012). Fitting learning into life: Language students' perspectives on benefits of using mobile apps. In Brown, M. Hartnett, M. and Stewart, T. (Eds.) Future challenges, sustainable futures (pp. 875-880). Proceedings Ascilite Welllington.
  • Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone based vocabulary tutor. Computer-Assisted Language Learning, 20(4), 365–383. doi:10.1080/09588220701745817 Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning &Technology, 14(2), 95-110. Retrieved from https://eric.ed.gov/?id=EJ895975
  • Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer-assisted Learning, 21(3), 217–228.doi:10.1111/j.1365-2729.2005.00129.x
  • Titova, S., & Samoylenko, O. (2017). An enquiry-based approach to develop language skills in mobile-supported classrooms. Journal of Language and Education, 3(3), 39-49. doi:10.17323/2411-7390-2017-3-3-39-49. Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30, 79-95.doi:10.1017/S0272263108080042 Wesche, M., & Paribakht, S. T. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13–40.
  • Wu, Q. (2015). Pulling mobile assisted language learning (MALL) into the mainstream: MALL in broad practice. PLoS ONE, 10(5), 1–12. doi:10.1371/journal.pone.0128762.
  • Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journ

The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning

Year 2020, , 489 - 509, 29.03.2020
https://doi.org/10.17263/jlls.712891

Abstract

The aim of this study was to identify the effectiveness of a mobile application in vocabulary knowledge improvement of English as a Foreign Language (EFL) learners. This study adopted a quasi-experimental research design consisting of an experimental and a control group with 73 participants studying at two state universities in Turkey. During the application that lasted for 14 weeks, the experimental group tried to learn 40 collocations via CollocatApp, while control group used worksheets. The data were gathered through Collocation Achievement Test (CAT) developed by the researchers and Vocabulary Knowledge Scale (VKS) (Wesche & Paribakht, 1996). CAT was used for measuring receptive vocabulary knowledge of learners, and VKS was used for testing productive vocabulary knowledge. The findings showed that there was a significant difference between the experimental group and control group in terms of receptive vocabulary knowledge in the post-test. However, there was no difference between groups in retention tests. At the dimension of productive vocabulary knowledge, it was seen that there was no difference between the use of mobile applications and worksheets in terms of productive vocabulary knowledge. Thus, it was concluded that using mobile applications was an effective way of improving vocabulary knowledge receptively for only short-term memory.

References

  • Ağca, R. K., & Özdemir, S. (2013). Foreign language vocabulary learning with mobile technologies. Procedia–Social and Behavioral Sciences, 83, 781–785. doi: 10.1016/j.sbspro.2013.06.147
  • Alemi, M., Sarab, M., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile Assisted Language Learning. International Education Studies, 5(6), 99–109. Doi: 10.5539/ies.v5n6p99
  • Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of Mobile Assisted Language Learning (MALL) in L2 listening comprehension. Procedia-Social Behavioral Sciences, 98, 1836-1843.doi: 10.1016/j.sbspro.2014.03.613
  • Bárcena, E. et al. (2015). State of the art of language learning design using mobile technology: sample apps and some critical reflection. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, (pp. 36-43). Dublin: Researchpublishing.net. doi: 10.14705/rpnet.2015.000307 Başoğlu, E., & Akdemir, O. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology, 9(3), 1–7. Retrieved from https://eric.ed.gov/?id=EJ898010
  • Bornstein, A. (n.d.). Memorizing vocabulary and languages. VideoJug, Retrieved from http://www.videojug.com/interview/memorizing-vocabulary-and-languages
  • Bruton, A. (2009). The Vocabulary Knowledge Scale: A critical analysis. Language Assessment Quarterly, 6, 288-297. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15434300902801909?journalCode=hlaq20 Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645.doi: 10.1016/j.compedu.2007.06.011 Cohen, J. (1960). A coefficient of agreement for nominal scales, Educational and Psychological Measurement, 20(1),37-46.doi: 10.1177/001316446002000104 Çavuş, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78–91.doi:10.1111/j.14678535.2007.00801.x
  • Deng, H., & Shao, Y. (2011). Self-directed English vocabulary learning with a mobile application in everyday context. 10th World Conference on Mobile and Contextual Learning: mLearn 2011 Conference Proceedings, China, 24-31. Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52(2), Retrieved from http://opensiuc.lib.siu.edu/tpr/vol52/iss2/5/
  • Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66-81. doi: 10.1111/j.1467-8535.2011.01260.x
  • Hu, Z. (2013). Vocabulary learning assisted by mobile phones: Perceptions of Chinese adult learners. Journal of Cambridge Studies, 8(1), 139 – 154. Doi: 10.17863/CAM.1468.
  • Huang, Y-M., Huang, Y-M., Huang, S-H. & Lin Y-T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58, 273-282. Doi:10.1016/j.compedu.2011.08.008
  • Hubbard, P. (Ed.) (2009). Computer-assisted Language Learning: Critical Concepts in Linguistics, Volumes I-IV. London & New York: Routledge. Jee, M. J. (2011). Web 2.0 technology meets Mobile Assisted Language Learning. The IALLT Journal, 41(1), 161-175. Retrieved from http://ialltjournal.org/index.php/ialltjournal/article/view/127
  • Kukulska-Hulme, A., & Shield, L. (2008). An overview of Mobile Assisted Language Learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. doi: 10.1017/S0958344008000335 Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning, 54 (3), 399-436. doi: 10.1111/j.0023-8333.2004.00260.x
  • Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press. Liu, P. L., & Chen, C-J. (2014). Learning English through actions: A study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158-17. doi: 10.1080/10494820.2014.959976
  • Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer-assisted Learning, 24(6), 515–525. Doi:10.1111/j.1365-2729.2008.00289.x
  • McMillan, J. H., & Schumacher, S. (2006). Research education: Evidence-based inquiry (6th ed.). USA: Pearson. Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309-319. Doi:10.5121/ijdps.2012.3126
  • Nino, A. (2015). Language learners’ perceptions and experiences on the use of mobile applications for independent language learning in higher education. The IAFOR Journal of Education, Technologies & Education Special Edition, 73-84. Retrieved from https://files.eric.ed.gov/fulltext/EJ1100623.pdf O'Dell, F., & McCarthy, M. (2008). English collocations in use: Advanced. Cambridge: Cambridge University Press.
  • O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., & Sharples, M. (2005). Guidelines for learning/teaching/tutoring in a mobile environment. Retrieved from http://www.mobilearn.org/download/results/public_deliverables/MOBIlearn_D4.1_Final.pdf Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary use on language learning. Procedia – Social and Behavioral Sciences, 98, 1469–1474.doi: 10.1016/j.sbspro.2014.03.567
  • Rezaei, A., Mai, N., & Pesaranghader, A. (2014). The effect of mobile applications on English vocabulary acquisition. Jurnal Teknologi, 68(2), 73–83.doi:10.11113/jt.v68.2912 Rodríguez-Arancón, P., Arús, J., & Calle-Martínez, C. (2013). The use of current mobile applications in EFL. Procedia - Social and Behavioral Sciences, 103, 1189-1196. Doi:10.1016/j.sbspro.2013.10.446. Saran, M., Seferoglu, G., & Cagiltay, K. (2012). Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181–190. Retrieved from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=01195646&AN=74731081&h=SGYe6I7Ov2ZoPQTvSBfJgTaGTQFdzsDWVayQExfAho8z0%2fr4T3FCs6EWXLRQIn2A2xuJVx2bk4MDQHfh1sEyVg%3d%3d&crl=f&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d01195646%26AN%3d74731081
  • Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48, 281-317.doi:10.1111/1467-9922.00042
  • Schmitt. N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64 (4), 913–951.doi:10.1111/lang.12077
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı Yayıncılık. Soleimani, E., İsmail, K., & Mustaffa, R. (2014). The acceptance of Mobile Assisted Language Learning (MALL) among postgraduate ESL students in UKM. Procedia- Social and Behavioral Sciences, 118, 457-462.doi:10.1016/j.sbspro.2014.02.062
  • Song, Y., & Fox, R. (2005). Integrating m-technology into Web-based ESL vocabulary learning for working adult learners. Paper presented at Wireless and Mobile Technologies in Education, Tokushima.
  • Steel, C. (2012). Fitting learning into life: Language students' perspectives on benefits of using mobile apps. In Brown, M. Hartnett, M. and Stewart, T. (Eds.) Future challenges, sustainable futures (pp. 875-880). Proceedings Ascilite Welllington.
  • Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone based vocabulary tutor. Computer-Assisted Language Learning, 20(4), 365–383. doi:10.1080/09588220701745817 Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning &Technology, 14(2), 95-110. Retrieved from https://eric.ed.gov/?id=EJ895975
  • Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer-assisted Learning, 21(3), 217–228.doi:10.1111/j.1365-2729.2005.00129.x
  • Titova, S., & Samoylenko, O. (2017). An enquiry-based approach to develop language skills in mobile-supported classrooms. Journal of Language and Education, 3(3), 39-49. doi:10.17323/2411-7390-2017-3-3-39-49. Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30, 79-95.doi:10.1017/S0272263108080042 Wesche, M., & Paribakht, S. T. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13–40.
  • Wu, Q. (2015). Pulling mobile assisted language learning (MALL) into the mainstream: MALL in broad practice. PLoS ONE, 10(5), 1–12. doi:10.1371/journal.pone.0128762.
  • Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journ
There are 28 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Kübra Okumuş Dağdeler This is me

Mustafa Yavuz Konca This is me

Hakan Demiröz This is me

Publication Date March 29, 2020
Published in Issue Year 2020

Cite

APA Okumuş Dağdeler, K., Konca, M. Y., & Demiröz, H. (2020). The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies, 16(1), 489-509. https://doi.org/10.17263/jlls.712891
AMA Okumuş Dağdeler K, Konca MY, Demiröz H. The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies. March 2020;16(1):489-509. doi:10.17263/jlls.712891
Chicago Okumuş Dağdeler, Kübra, Mustafa Yavuz Konca, and Hakan Demiröz. “The Effect of Mobile-Assisted Language Learning (MALL) on EFL learners’ Collocation Learning”. Journal of Language and Linguistic Studies 16, no. 1 (March 2020): 489-509. https://doi.org/10.17263/jlls.712891.
EndNote Okumuş Dağdeler K, Konca MY, Demiröz H (March 1, 2020) The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies 16 1 489–509.
IEEE K. Okumuş Dağdeler, M. Y. Konca, and H. Demiröz, “The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning”, Journal of Language and Linguistic Studies, vol. 16, no. 1, pp. 489–509, 2020, doi: 10.17263/jlls.712891.
ISNAD Okumuş Dağdeler, Kübra et al. “The Effect of Mobile-Assisted Language Learning (MALL) on EFL learners’ Collocation Learning”. Journal of Language and Linguistic Studies 16/1 (March 2020), 489-509. https://doi.org/10.17263/jlls.712891.
JAMA Okumuş Dağdeler K, Konca MY, Demiröz H. The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies. 2020;16:489–509.
MLA Okumuş Dağdeler, Kübra et al. “The Effect of Mobile-Assisted Language Learning (MALL) on EFL learners’ Collocation Learning”. Journal of Language and Linguistic Studies, vol. 16, no. 1, 2020, pp. 489-0, doi:10.17263/jlls.712891.
Vancouver Okumuş Dağdeler K, Konca MY, Demiröz H. The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies. 2020;16(1):489-50.