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Abstract
The current study aimed at investigating the effectiveness of implicit and explicit instruction of lexical collocations on developing writing proficiency among fourth {u2013}year of mass communication students at the Faculty of Mass Communication, Cairo University. The participants of the study comprised 84 students who were randomly assigned to two experimental groups. The first group learners were explicitly taught the suggested program of lexical collocation while the fourth ones were implicitly taught the same program. The study utilized two instruments, namely, The Writing Proficiency Test (WPT) and The Lexical Collocation Knowledge Test (LCKT). The findings of the study revealed the effectiveness of the implicit and explicit instruction of lexical collocations on developing writing proficiency and lexical collocation knowledge among fourth -year mass communication students. The explicit group learners outperformed the implicit group ones. The results also referred to the positive correlation between the lexical collocation knowledge and the writing proficiency among the participants of the current study