[1] Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369–406. https://doi. org/10.1037/0033-295X.89.4.369
[2] Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modelling with crossed random effects for subjects and items. Journal of Memory and Language, 59(4), 390–412. https://doi. org/10.1016/j.jml.2007.12.005
[3] Benson, M., Benson, E., & Ilson, R. (1986). The BBI combinatory dictionary of English. John Benjamins.
[4] Benson, M., Benson, E., & Ilson, R. F. (Eds.). (2012). The BBI combinatory dictionary of English: Your guide to collocations and grammar revised by Robert Ilson. John Benjamins Publishing Company.
[5] Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (2nd ed., pp. 56–64). Worth Publishers.
[6] Boers, F., & Lindstromberg, S. (2009). Optimizing a lexical approach to instructed second language acquisition. Springer.
[7] Boers, F., Demecheleer, M., Coxhead, A., & Webb, S. (2014). Gauging the effects of exercises on verb–noun collocations. Language Teaching Research, 18(1), 54–74. https://doi. org/10.1177/1362168813505389
[8] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi. org/10.1191/1478088706qp063oa
[9] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
[10] Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
[11] Durrant, P. (2009). Investigating the viability of a collocation list for students of English for academic purposes. English for Specific Purposes, 28(3), 157–169.
[12] Durrant, P. (2016). To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43, 49–61.
[13] Durrant, P., & Schmitt, N. (2010). Adult learners’ retention of collocations from exposure. Second Language Research, 26(2), 163–188.
[14] Ellis, N. C. (2002). Frequency effects in language processing. Studies in Second Language Acquisition, 24(2), 143–188.
[15] Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
[16] Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.
[17] Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications.
[18] Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.
[19] Gardner, D., & Davies, M. (2014). A new academic vocabulary list. Applied Linguistics, 35(3), 305 327.
[20] Gyllstad, H. (2007). Testing English collocations: Developing receptive tests for use with advanced Swedish learners [Doctoral dissertation, Lund University]. Lund University Publications.
[21] Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
[22] Hyland, K. (2008). Academic clusters: Text patterning in published and postgraduate writing. International Journal of Applied Linguistics, 18(1), 41–62.
[23] Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
[24] Laufer, B. (2005). Focus on form in second language vocabulary learning. EUROSLA Yearbook, 5(1), 223–250. https://doi.org/10.1075/eurosla.5.11lau
[25] Laufer, B., & Waldman, T. (2011). Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2), 647–672.
[26] Lei, L., & Liu, D. (2018). The academic English collocation list: A corpus-driven study. International Journal of Corpus Linguistics, 23(2), 216–243.
[27] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
[28] Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. International Journal of Innovation in Language Learning and Teaching, 1(1), 14–29.
[29] Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
[30] Mercer, S. (2011). Towards an understanding of language learner self-concept (Vol. 12). Springer Science & Business Media.
[31] My, V. T. D., & Loi, N. V. (2025). In need of academic collocation instruction: Vietnamese English majors’ knowledge and perception. Educational Process: International Journal, 15, Article e2025132. https://doi.org/10.22521/edupij.2025.15.132
[32] Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
[33] Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
[34] Negueruela, E. (2003). A sociocultural approach to teaching and researching second languages: Systemic-theoretical instruction and second language development [Doctoral dissertation, Pennsylvania State University]. ProQuest Dissertations and Theses.
[35] Nesselhauf, N. (2005). Collocations in a learner corpus. John Benjamins.
[36] Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations (2nd ed.). Routledge.
[37] Nguyen, T. M. H., & Webb, S. (2017). Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research, 21(3), 298–320. https://doi. org/10.1177/1362168816639619
[38] Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.
[39] Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press.
[40] Paivio, A. (2014). Mind and its evolution: A dual coding theoretical approach. Psychology Press.
[41] Paribakht, T. S., & Wesche, M. (1996). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. Canadian Modern Language Review, 52(2), 155–178.
[42] Plonsky, L., & Kim, Y. (2016). Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36, 73–97.
[43] Plonsky, L., & Oswald, F. L. (2014). How big are effects in second language research? A synthesis of the current empirical literature. Language Learning, 64(4), 878–912.
[44] Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475.
[45] Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press.
[46] Sinclair, J. (1991). Corpus, concordance, collocation. Oxford University Press.
[47] Swain, M. (2006). Languaging, agency, and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95 108). Continuum.
[48] Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(1), 1–13. https://doi.org/10.1017/ S0261444811000486
[49] Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), The psychology of learning and motivation (Vol. 55, pp. 37–76). Academic Press.
[50] Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.
[51] Van Compernolle, R. A. (2014). Sociocultural theory and L2 instructional pragmatics. Multilingual Matters.
[52] Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford University Press.
[53] Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537.
[54] Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.

