Abstract

This study was carried out to find out if there was any significant difference in learning English collocations by learning with different dominant experiential learning styles. Seventy-five participants took part in the study in which they were taught a series of English collocations. The entry knowledge of the participants with regard to collocations items of the treatment as well as the difficulty level of the items were controlled. Upon the completion of the treatment, participants’ retention of the items was measured in an immediate and a delayed recognition type tests. The results showed a statistically significant difference among the four experiential learning style groups. The findings offer a number of implications with regard to the teaching and learning of English collocations.

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