Abstract
This paper explores the vocabulary acquisition of 143 middle school students from an East
 Malaysian school, examining its correlation with gender, attitudes, and perceived
 problems faced in vocabulary learning. Using the Contextualised Word Family
 (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit
 vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest
 design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels
 Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with
 no significant difference based on gender, a very weak negative correlation with attitudes
 towards vocabulary learning, and mostly weak positive but significant relationships with
 three of the learners’ perceived problems faced in vocabulary learning. This study
 provides some important pedagogical implications for teacher practice and
 recommendations for future research.
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