The Effect of Mobile-Assisted Teaching of Collocations on Reading Ability of Iranian EFL Learners

This study aimed to discover the effect of mobile-assisted teaching of collocations on Iranian EFL learners’ reading achievement. For this purpose, a PET test was given to 85 intermediate EFL learners as the proficiency test. After homogenization, 30 female and male students within the age range of 16 to 30 years old from an institute in Alborz Province were selected as the participants in the experimental group and 30 female and male students within the age range of 14 to 25 years old from another institute in Alborz province were selected as the participants in the control group, as well. A reading test was utilized as the pre-test to measure the participants’ reading achievement. The participants in the experimental group received mobile-assisted teaching of collocations through Flax Completing Collocation game while the participants in the control group received teacher instruction of the collocations existing in the game inside the classroom. To discover the effect of mobile-assisted teaching of collocations, a post-test, the same as the pre-test was given to the participants after the treatment. An independent t-test was run to compare the experimental and control groups’ means on the pre and posttest of reading achievement. The results indicated that the experimental group, after receiving mobile-assisted teaching of collocations, significantly outperformed the control group on the posttest of reading achievement. Regarding the findings of the study, the achieved results would help EFL teachers, learners, and material developers to be informed about the effect of mobile-assisted teaching of collocations on reading ability. Furthermore, this study presents some recommendations in future studies.