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Language input plays a fundamental role in second language acquisition (SLA) as it provides learners with exposure to linguistic structures, vocabulary, and collocational patterns necessary for language development. Input can take various forms, including written, auditory, and multimodal formats, each influencing language learning differently. One critical aspect of vocabulary acquisition is the learning of collocations, which are conventionalized word combinations that frequently co-occur in a language (e.g., "make a decision," "deep concern"). Collocational competence is essential for L2 fluency and idiomaticity, yet it remains a challenging area for many learners (Jasim, 2024; Nesselhauf, 2005; Web et al., 2012). The mode of input has been shown to affect vocabulary acquisition, comprehension, and retention. Reading input exposes learners to written forms, providing opportunities for deeper lexical processing and word recognition (Nation, 2013). Listening input, on the other hand, promotes phonological and prosodic awareness, assisting learners in developing spoken fluency (Rogers & Cheung, 2020). Listening-while-reading (LWR) input, a multimodal approach, is theorized to enhance learning by reinforcing lexical representations through dual encoding—both orthographically and phonologically (Webb & Chang, 2015). However, the extent to which these input modalities differentially affect implicit and explicit knowledge of L2 collocations remains unclear. Understanding how each mode contributes to collocational learning can inform more effective teaching strategies. This study is framed within several theoretical perspectives in SLA that provide a foundation for examining how different input modes influence L2 collocation learning and whether they differentially impact implicit and explicit knowledge acquisition. First, Krashen’s Input Hypothesis (Krashen, 1985) posits that comprehensible input is the primary driver of language acquisition. According to this theory, e