<![CDATA[This study compared the impact of spaced instruction and massed instruction on learning collocations among Iranian EFL learners. To do so, 60 Iranian pre-intermediate EFL learners were selected among 90 students based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. Afterwards, the researcher measured the participants’ collocations knowledge by administering a collocation pre-test. Then, 100 English collocations were instructed to the both experimental groups in the treatment phase of the study. After the instruction, a collocation post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.]]>
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