Vocabulary Instruction Practices across Primary School English Language Learners: A Systematic Review
DOI:
https://doi.org/10.37134/ajelp.vol12.1.11.2024Keywords:
ELLs, instructional practices, primary grade levels, teaching strategies, vocabularyAbstract
Vocabulary proficiency is pivotal for achieving academic success among English Language Learners (ELLs). However, effective vocabulary instruction for English language learners remains underdeveloped despite its importance. To trace how vocabulary instruction for ELLs has evolved across elementary grade levels in recent years, the present systematic review aims to examine the variations in design among empirical vocabulary studies focusing on ELLs and identify the most predominant instructional practices employed in empirical studies among ELLs in primary school. Following a database search and screening process, a sample of 27 primary studies across primary-level grades published from 2013 to 2022 were selected based on specific inclusion and exclusion criteria and analysed using a framework with the following dimensions: instructional practices, research design, and intervention format. The results indicate that research into vocabulary development for ELLs experienced a steady increase from 2017 and continued this pace throughout the review period. Analysis of the studies reveals several predominant vocabulary instruction practices: multi-modal (14 studies), application (14 studies), and definitional (13 studies) instruction. Ten studies paired explicit explanations with textual and contextual language usage, while four combined explicit instruction with application instruction. The reviewed research relied heavily on quantitative methodologies (22 studies), with three qualitative and two mixed methods designs limiting contextualised insights into practical vocabulary instruction implementations. Key findings suggest that multi-faceted instruction blending explicit introductions of target words, applied usage, and language contexts holds promise for robust vocabulary uptake.
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