Abstract

Conclusion. The findings underscore a pressing need for specialized instruction to address the specific challenges Vietnamese learners of English face in acquiring and correctly using academic collocations in their writing. Specifically, explicit instruction in academic collocations should be prioritized, integrating multiple teaching approaches. Educators are encouraged to incorporate targeted collocation exercises into writing curricula, provide contextualized practice, and implement strategies that enhance retention and practical application in academic writing.

Keywords: Academic collocations, EFL students, perceived challenges, proficiency, instruction needs

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