EFL Learners’ Collocation Acquisition and Learning in Corpus-Based Instruction: A Systematic Review

This systematic review critically examines 32 previous empirical studies on corpus-based collocation acquisition and learning in EFL contexts, aiming to identify the research corpus types, instructional methods, how training affects students’ of collocations. provides a comprehensive understanding instruction its effectiveness enhancing learners’ learning. It makes use Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) approach achieve these objectives. The findings reveal progressive growth publications learning, indicating increasing significance language education. highlights wide applicability approaches across different particularly among English learners foreign settings. also underscores global instruction, with attention conducted various countries, notably, Asian regions. discusses positive effects tools data-driven demonstrating improvement knowledge, usage, retention by comparing summarizing results. However, conflicting results regarding implicit explicit methods warrant further investigation. collective reviewed contribute valuable insights into call optimize strategies both theoretical pedagogical implications.