ntroduction. The predisposition to mindfulness and its effect on academic performance in students has been widely investigated in the past two decades. Mindfulness is defined as purposely paying attention to present moment experiences, devoid of judgment, resulting in a sense of stability and nonreactive awareness (Grossman, Niemann, Schmidt, & Walach, 2004). Moreover, the role of collocation in fostering learners’ reading fluency and comprehension is proved to be effective. The current study, thus attempted to investigate whether mindful teaching of collocations has a positive effect on learners’ reading fluency and reading comprehension abilities. Materials and Methods. To this end, 30 students of English language and literature studying at the department of English at the University of Mazandaran participated in this research. Results. A reading comprehension test taken from TOEFL was utilized to measure learners’ reading ability to homogenize them in terms of their entry behavior. Furthermore, Word Associate Test advanced by Read (1993,1998) was applied to explore the participants’ depth of vocabulary and collocational knowledge. Besides, the Mindful Attention Awareness Scale (MAAS) developed by Brown & Ryan (2003) was used to identify mindful and less mindful students. All of the participants were then divided into two groups of mindful and less mindful participants for more in-depth analysis. The result of the Wilcoxon and Maan- whiteny U test revealed that both explicit and implicit groups progressed in the interval between pretest and posttest, and there was not a significant difference between the effects of explicit and implicit teaching of collocations. Moreover, the results of mindful teaching of collocations were not effective. Conclusions. The results showed neither of the instruction types was influential in terms of the learners reading fluency. Further analysis of the effect of mindfulness on the FFL learners' reading fluency showed that there was a
