A Critical Review of the Role of Learning English Vocabulary in the Classroom in Developing Practical Skills outside the Classroom

Abstract

This review compiles and critically evaluates empirical research on vocabulary instruction in English Language Teaching (ELT) over the past five years, focusing on the role of vocabulary classroom instruction and after-school vocabulary acquisition in learning. The rationale for this review is a call for English Language (EL) teachers and researchers to propose theories about the design of instruction and activities for vocabulary learning in the classroom. The review draws on the principles of the Critical Interpretive Synthesis (CIS) approach and collects relevant studies through a systematic search of databases and a manual search of relevant journals. The results indicate that vocabulary instruction is taught in a small percentage of classrooms, with little emphasis and classroom instruction time. In addition, out-of-class matters where vocabulary is practiced and repetitively practiced, and the format and interaction of classroom instruction guides students' practice outside the classroom. The study concludes that for different teaching methods and approaches, out-of-classroom settings can enhance and help students' vocabulary learning and suggests that more research and teaching methods should be used to guide and enhance students’ interest and efficiency in learning vocabulary. The review also calls for more research on classroom instruction to promote extracurricular practices in teaching English vocabulary in primary and secondary schools.