Teaching new words using collocations has been acknowledged as an effective way in vocabulary classes

Experimental group
Control group
Pre-Test (Matching Test)	Pre-Test (Matching Test)
i. Reading a passage ii. Presenting the vocabulary with their meanings and collocates iii. Answering comprehension questions iv. Gap-filling exercises using the words together with their collocates	i. Reading a passage ii. Presenting the vocabulary with their meanings iii. Answering comprehension questions iv. Gap-filling exercises using only the words
Immediate Post-Tests i. Multiple-Choice Test ii. Definition-Sentence Test	Immediate Post-Tests i. Multiple-Choice Test ii. Definition-Sentence Test
Delayed Post-Test	Delayed Post-Test

Table 3. A schematic representation of the design of the study


IV. RESULTS AND DISCUSSION

The current study aims at investigating the effects of using collocations on teaching/learning vocabulary in EFL classes. As we have mentioned before, we used the experiment tool to gather the data. This chapter comprises the results gained with the discussion, conclusion and some recommendations based on the investigation. Furthermore, this part includes whether the hypothesis that was put has been verified or not and did researcher have satisfied answers to research questions.

4.1 Experimental findings

Evaluating pupils’ performance in the pre-test indicated the difference in favor of the Experimental Group (EG). By the end of the experiment, both groups made a progress. However, it was the EG which showed better results. A more detailed account of their observed progress during the whole experiment can be summed up in the following table and graphs: