Young EFL Learners’ Incidental Collocation Learning Through Different Multimodal Inputs: A Mixed‐Methods Study

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Mixed-methods analysis shows multimodal input boosts incidental collocation gains in young EFL learners, highlighting effective strategies.

Both multimodal input types improved incidental collocation learning outcomes in young EFL learners.
Students in multimodal conditions had better recognition and recall of collocations than the reading-only group.
The viewing-with-captions mode specifically enhanced recall knowledge significantly compared to other methods.
Learning gains were observed to diminish within two weeks, yet students reported enjoying the multimodal techniques.

Pu et al. (2025) studied this question.

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Mixed-methods analysis shows multimodal input boosts incidental collocation gains in young EFL learners, highlighting effective strategies.