Abstract: This research investigates the EFL learners' awareness of English polysemous phrasal verbs and the effect of a number of factors (hours spent reading, listening to music, watching TV and social networking in English) on students' knowledge of phrasal verbs (PVs). Three tools used to collect data: (1) students' writings, (2) a phrasal verbs test containing 24 polysemous PVs, and (3) a questionnaire. 78 EFL students from two different CEFR levels (A2-B1 and C1) were recruited for the PVs test and the questionnaire. The data obtained is analyzed qualitatively and quantitatively. The results show that learners of the two levels do not use PVs sufficiently in their writing. The results of the test show that the A2- B1 level students have an average score of 31.97% while the C1 level students have a result of 54.21%, indicating that language proficiency level is indeed a factor in determining knowledge of PVs. Corpus frequency was not found a predictor of PV knowledge as learners were not overwhelmingly able to identify the most frequent sense of the PV in the test. Analysis of data from the questionnaire showed a moderate to low positive correlation between hours spent reading and watching TV and their knowledge of polysemous PVs, however no such correlation was found between hours social networking and listening to music and the students' knowledge of polysemous PVs. There was no clear pattern with regards to whether students are more aware of literal vs literal/idiomatic senses of PVs. The study reveals that phrasal verbs are indeed challenging for learners because of their polysemous nature, thus requiring additional attention by both teachers and learners.