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Collocation is one of the most problematic areas in second language learning and it seems that if one wants to improve his or her communication in another language should improve his or her collocation competence. This study attempts to determine the effect of applying three different kinds of collocation on collocation learning and retention of Iranian EFL university students. In this study collocations were presented in highlighted (bold), non highlighted and L1 glossed forms and these three groups of collocations were distributed among three 20 member groups of Iranian TEFL university students in Jahad daneshgahi university in Isfahan. Participants were upper intermediate sophomores and juniors. Participants read three passages under three different conditions (bold collocations, L1 glossed collocations, and non highlighted (text only) collocations). Afterwards, participants answered two collocation tests, one administered immediately after reading the texts and another two weeks later. One way repeated measures of ANOVA and follow up Scheffe post hoc tests (p<.05) showed that the students in L1 glossed group outperformed the students in the other two groups and participants in highlighted group out performed non highlighted ( text only) group

Background: It is difficult and stressful for mothers to care for neonates undergoing colostomy. The mothers of neonates undergoing colostomy usually lack knowledge and skills of home caring procedures; hence, they may experience great stress. Objectives: The current study aimed to evaluate the effects of an empowerment program on the stress level of the mothers of neonates undergoing colostomy. Patients and Methods:This clinical trial was conducted in the neonatal intensive care units of the Bahrami, Mofid, and Ali-Asghar pediatric hospitals and the pediatric medical center hospital, Tehran, Iran. In total, 42 mothers were recruited and were randomly and equally allocated to the control and the experimental groups. Primarily, mothers' stress level was assessed one day after colostomy surgery by the depression, anxiety, and stress scale-21 (DASS-21). An empowerment educational program was implemented for the mothers in the experimental group while the mothers in the control group only received the routine care of the study setting. The level of mothers' stress was reassessed one month after the study intervention. Data analysis was performed through conducting the Wilcoxon test and was applied by SPSS version 19. Results:The results of the study showed that after the study intervention, stress levels in the control and the experimental groups were significantly lower than the baseline stress level (P < 0.001). The decrease in the stress level of mothers in the experimental group was significantly larger than that of the control group. Conclusions: The implementation of the empowerment program in the neonatal colostomy care alleviated mothers' stress.