Abstract
This study investigates the effect of corpus-based activities on learning verb-noun collocations in Saudi EFL classes. The differences between those who were instructed through the corpus-based method and those who were taught using the traditional method were analysed using pre- and post-collocation tests provided to 62 female university students. Fifteen verb-noun collocations were used. The results of the study show a significant positive change in the learning level of the experimental group that was given corpus-based activities. There were significant differences between the experimental and the control group; the latter group was only exposed to coursebooks and dictionaries. These findings will help facilitate the verb-noun collocations learning process for learners of English as a foreign language. They will also benefit language teachers and curriculum designers in focusing on modifying teaching methods.