This study investigated how movie-based collocational activities are effective in fostering 57 university learners' collocation competence. By designing a collocational test and eliciting oral responses to explicit formulaic words, this study examined the relative effects of interactive activities and L2 development of constructing pre-fabricated words through teacher-centered and learner-centered collocation activities. Analysis of the data revealed that the participants made meaningful development on collocational tests after prompts were provided, especially visual teaching materials. The analysis also showed that through collocational activities there were positive effects on the students' vocabulary learning strategies. As a pedagogical implication, this study emphasizes the importance of a teacher's roles in terms of fostering a learners' lexical competence by providing more student-centered activities and organizing teaching materials stimulating learners' motivations. The study also provides empirical evidence that suggests various methods to enhance students' collocational competence. Based on the findings, a number of pedagogical implications are suggested.