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The degree of collocational knowledge influences learners’ competence in the production of L2 speech and text. However, collocation learning is complex because learners might co-produce words incorrectly according to L1 inference. This study aims at the design of an online video-assisted collocation learning system,  VACLS , that integrated video captioning and concordancing to foster collocational knowledge acquisition. English collocations with three patterns, namely verb–noun, verb–adverb, and verb–preposition, were selected as target collocations in  VACLS . While learning with  VACLS , the learners are able to watch videos with full captions and then looked for additional knowledge and instances of the target collocations via an online concordancer incorporated in  VACLS . Besides the development of  VACLS , effectiveness of the system and learners’ perception were also evaluated. 20 university EFL students in Taiwan enrolled the experiment. After 3 weeks of learning with the aid of  VACLS , the learning outcome for collocation retention was significant and the participants with less initial collocational knowledge exhibited greater improvement in collocation retention after learning  VACLS . Besides, these learners highly agreed  VACLS  is helpful for English collocation acquisition. Thus the VACLS can be useful for English educators and EFL/ESL learners.

Developing and evaluating an online video-assisted collocation learning system for EFL students