TEACHING VOCABULARY THROUGH CONTEXT: AN EMPIRICAL INVESTIGATION IN EFL SETTINGS
DOI:
https://doi.org/10.57033/mijournals-2026-9-0167Keywords:
vocabulary teaching, context-based instruction, EFL, lexical competence, incidental learning, vocabulary retentionAbstract
This study investigates the effectiveness of context-based vocabulary
instruction compared to traditional decontextualized methods in English as a Foreign
Language (EFL) classrooms. A quasi-experimental design was employed with 60
intermediate-level university students divided into an experimental group (n=30) receiving
vocabulary instruction through authentic reading contexts and a control group (n=30)
taught via word-list memorization. Data were collected through pre-tests, immediate post-
tests, delayed post-tests administered four weeks after the intervention, and productive
vocabulary tests. Results revealed that context-based instruction produced statistically
significant improvements across all dimensions. The experimental group outperformed
the control group on post-tests (t(58) = 4.87, p < 0.001, d = 1.26), demonstrated 34%
superior long-term retention, and exhibited markedly higher productive vocabulary
use. The findings support the integration of contextual approaches into EFL vocabulary
curricula.
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