Explicit Vocabulary Interventions and University Students’ Vocabulary Acquisition in Foreign Language Learning: A Meta-Analysis

• In Event: Instructional Approaches for Supporting Vocabulary and Writing Developmen

Abstract

Explicit vocabulary interventions have been studied in education, but their impact on FL college students remains underexplored. This meta-analysis synthesized 14 studies using a multivariate model. Results showed a significant positive effect on vocabulary learning (Hedge’s g = 0.90, p < 0.001) compared to non-explicit instruction. Moderator analyses examined proficiency level, intervention type, native language, and technology use. Findings indicate explicit interventions enhance vocabulary learning, with implications for research and practice.

Keywords: foreign language, vocabulary, lexical acquisition, word learning, higher education, college

Authors

• MARIA DEL MAR CUADRON ROLDAN, Middle Tennessee State University

• Sungyoon Lee, Middle Tennessee State University