Asbulah, LHLHAsbulahAladdin, AAAladdinLubis, MAMALubisSahrim, MMSahrim2024-05-292024-05-2920191675-802110.17576/gema-2019-1902-09WOS:0004697912000092-s2.0-85069643814https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069643814&doi=10.17576%2fgema-2019-1902-09&partnerID=40&md5=86307d5237b9058575be4fdb8f4fb421https://ejournal.ukm.my/gema/article/view/28952https://oarep.usim.edu.my/handle/123456789/11657GEMA Online® Journal of Language Studies Volume 19(2), May 2019 http://doi.org/10.17576/gema-2019-1902-09Arabic Collocation Learning Strategies have been marginalized in the Arabic language curriculum system, but scholars acknowledge that it is a dominant strategy used by students, especially in the learning of foreign languages with moderate capabilities. This study examines the level of use, of Arabic language collocation strategies among Arabic language students in public universities. For that purpose, a set of Likert scale questionnaires were distributed to Arabic language students studying in public universities, who are in their final year of study. This study uses simple random sampling. A total of 344 students from eight public universities participated in this study. The findings show that collocation learning strategies in Arabic language are dominant even though they are at a moderate scale of use. This study proposes a new Arabic collocation learning strategy based on recognition, mastery techniques (understanding, repetition, highlighting, dictionary, social and imagery) and applications. The findings also discovered that collocation learning strategies should be utilized by students especially with regards to the autonomous role in using specific strategies and techniques to enhance competency in the Arabic language, especially in collocation.en-UScollocationlearning strategiesArabic languageforeign languagepublic universitiesArticle139159192