This paper reports a mixed methods study using an exploratory design. It aims to record the responses of young adult students in learning English collocations in EFL classrooms when their awareness of the linguistic items was raised through instructional interventions. A total of 116 students whose ages ranged from 16 to 24 years old participated in the research procedure. First, the participants responded to the surveys, then 50 of those students were interviewed for in-depth exploration of their English collocation awareness. A statistical analysis of the survey data, a theme analysis of the interview data, and an interpretation of integrated quantitative/qualitative findings were included in this study’s data analysis scheme. Findings show that as students' awareness of collocation is raised in EFL classrooms, they perform better in learning English collocation and are more confident speakers of English who sound more natural when they practice.