Vocabulary Instruction Research Articles

How much receptive affix knowledge do L1 speakers and L2 learners have?

Abstract Although there is a growing interest in assessing how much L2 receptive affix knowledge learners have, research testing this knowledge using an extensive, standardized measure is relatively scarce. This study tested 21 L1 and 107 L2 learners of English to assess receptive knowledge of forms, meanings, and grammatical functions of 118 derivational affixes. Participants’ responses on the Word Part Levels Test were analyzed in mixed effects logistic regression models that examined the effects of affix difficulty, affix knowledge aspect, and vocabulary levels in predicting response accuracy. Results indicated that L1 and L2 affix knowledge differed depending on affix difficulty and knowledge aspect, L2 affix knowledge increased as a function of L2 vocabulary levels, and there was a clear difference between learners that had not mastered the first 1,000 frequency level and the rest of the learners. This suggests that developing the knowledge of the highest frequency vocabulary is critical to improve affix knowledge. The importance of using standardized measures of vocabulary in teaching and researching vocabulary knowledge is also discussed.

Machine Learning Approaches for Automated Vocabulary Acquisition in ESL Classrooms

Purpose: This study investigates the efficacy of machine learning (ML) approaches for automated vocabulary acquisition in English as a Second Language (ESL) classrooms. It focuses on transformer-based models (specifically BERT), comparing their performance to traditional supervised algorithms and examining effects on learner vocabulary gains. Methods: University-level ESL students in Azerbaijan (N = 60) participated in an experiment with an ML-driven vocabulary learning tool. A pre-trained BERT model was fine-tuned via TensorFlow for vocabulary prediction tasks and deployed to personalize practice for an experimental group, while a control group received conventional instruction. Support Vector Machine (SVM) and Random Forest models served as baseline algorithms for predictive performance benchmarking. Vocabulary knowledge was assessed pre- and post-intervention using standardized tests, and ML models were evaluated on accuracy, precision, and recall. Results: The fine-tuned BERT model achieved higher predictive accuracy (88%) than SVM (75%) or Random Forest (78%), with superior precision and recall. The experimental group outperformed the control on post-test vocabulary gains (mean improvement = 10.1 vs. 5.7 words, p < .01). Implications: Results indicate that transformer-based ML can enhance vocabulary learning outcomes, offering context-aware recommendations that surpass traditional models. We discuss how deep neural networks and reinforcement learning techniques can be integrated into ESL pedagogy to support adaptive vocabulary instruction. The study contributes a framework for applying state-of-the-art ML in language education and highlights implications for personalized learning and curriculum design.

A Digital Learning Approach to Improve Students Vocabulary in Language Teaching: Utilizing Google Sites

The digital transformation era has revolutionized education, emphasizing the need for innovative teaching methods. This study explores the integration of Google Sites as a platform for delivering vocabulary course instructions to address challenges such as demotivation, inefficiency, and lack of accessibility in traditional methods. Conducted with 36 undergraduate students from teaching training and education faculty at Nusa Cendana University, the research employed pre-test and post-test evaluations to measure the impact of the platform. Key features of the developed Google Site include multimedia elements, interactive quizzes, and collaborative tasks tailored to enhance engagement and learning outcomes. Results indicate a significant improvement in students' vocabulary proficiency, as evidenced by a statistically significant difference in pre-test and post-test scores (t=-9.6152, p less than 0.05. A large absolute value signals a very strong effect. The findings highlight the potential of Google Sites to transform vocabulary instruction by fostering motivation, accessibility, and effective learning.

Research on the application of augmented reality in English vocabulary teaching: A study on improving learning outcomes through interactive experience

Augmented reality (AR) is revolutionizing the way we interact with information by blending the physical and digital worlds to create immersive and interactive environments. In the context of English vocabulary learning, AR offers an innovative approach to enhance engagement, comprehension, and retention. This research aims to improve English vocabulary teaching through AR-based applications, addressing challenges such as pedagogical depth, diverse learning styles, and the integration of real-world contexts. The study focuses on the design and deployment of an AR-based learning application that incorporates gamified elements, interactive visuals, and real-time feedback to facilitate students’ retention and understanding of vocabulary. Data collection methods include tracking user interactions, gathering feedback responses, and assessing performance on vocabulary learning activities. The collected data underwent preprocessing, which involved data cleaning and normalization. Principal component analysis (PCA) was employed to extract irrelevant features from the processed data. The improved weighted hybrid deep feedforward neural network (IWH-DFNN) was utilized to predict student performance and enhance learning outcomes from these interactive experiences. The improved weights hybrid (IWH) approach was applied to optimize the hyperparameters of the deep feedforward neural network (DFNN), thereby increasing the model’s predictive accuracy regarding student performance. The proposed IWH-DFNN model demonstrated superior performance in improving learning outcomes and enhancing the interactive experience, achieving high recall (92.70%), precision (95%), accuracy (97%), F1-score (89%), and minimal accuracy loss (0.03). The findings suggest that AR-based learning environments have the potential to enhance English vocabulary outcomes by integrating machine learning algorithms for adaptive learning within AR settings. This integration creates a more engaging, customized, and efficient learning environment.

The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition

English language students often struggle to acquire and retain academic vocabulary due to limited exposure and insufficient opportunities for meaningful engagement with new words. Explicit, structured vocabulary instruction is essential to acquire word ownership, defined as understanding a word’s meaning and using it in various contexts. This study investigated the implementation of the Frayer Model, a graphic organizer for explicit vocabulary instruction, at the secondary level in a specialized English language arts classroom. ELLs (n = 5) participated in the study, and the measures included multiple-choice tests and a writing assessment. Analysis of pre- and post-test scores showed that all students had improved their word ownership after the six-week study, with average test scores increasing by 57%. On the writing assessment, the average score was 69%, demonstrating a moderate understanding of the targeted vocabulary. The results revealed that the Frayer Model is an effective tool for developing word ownership among secondary English learners. Several implications for teachers are discussed, including how to use the Frayer Model as a scaffolded, interactive vocabulary teaching strategy to enhance student comprehension and long-term retention. Future research is needed to examine the effectiveness of the graphic organizer in different grade levels and content areas.

THE EFFECT OF RIDDLE GAMES TO IMPROVE VOCABULARY OF EIGHT GRADERS AT SMP SATAP NEGERI NIAN

This research aimed to determine the effect of riddle games on improving the vocabulary achievement of the eight graders at SMP Satap Negeri Nian. The research subject was class VIII A, which consists of 20 students. This research design was pre-experimental with a pre-test and post-test design. The students did a pre-test, received treatment, and did a post-test. The research results indicated increased students' vocabulary achievement—the average post-test score was 77, more than the pre-test 45. For a level of significance (α) of 5% and df = 19, the table value was 1.729, and the t-test value was 1.68. It showed that the t-test value was more significant than the t-table (1.68 ≥ 1.729). Thus, teaching vocabulary using riddle games significantly influenced vocabulary. The students' vocabulary was classified as fair, good and excellent.

Pengembangan Media Pembelajaran Bahasa Arab Berbasis Kartu UNO Siswa Madrasah Tsanawiyah Opu Daeng Risaju Palopo

This study addresses the development of Uno card-based learning media to support vocabulary acquisition among eighth-grade students. It focuses on two main issues: the effectiveness of the media in enhancing vocabulary comprehension and the challenges encountered during its development, particularly in relation to learning motivation. The primary goal is to evaluate the extent to which this media aids vocabulary learning and to identify any obstacles in the development process. The research follows the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. To ensure the validity of the learning media, expert validation was conducted by media, content, and educational professionals. Additionally, student questionnaires were distributed to assess the media’s effectiveness. The validation results showed that the content expert gave a score of 83%, the media expert 81%, and student responses reached 88%, indicating strong acceptance and usability. The effectiveness of the media was further supported by the pre-test and post-test results, with a Normalized Gain score of 61.01%, categorized as "effective." These findings suggest that Uno card-based media is both a valid and effective tool for vocabulary instruction in Arabic language learning at the junior high school level.

Effect of Vocabulary Knowledge on Comprehension in Student Literary Works

This study aimed to examine the effect of vocabulary knowledge on students' comprehension of literary works. Using a simple random sampling technique, the researchers selected 226 Junior High School students from a private school in Bocaue, Bulacan. Slovin’s formula was applied to determine the appropriate sample size, and data collection was conducted through research instruments and questionnaires designed to assess students' vocabulary knowledge and reading comprehension. The findings of this study suggest that vocabulary knowledge plays a role in students' understanding of literary texts. Researchers emphasize the importance of expanding students' vocabulary to enhance their comprehension of literary works. Engaging and interactive teaching methods can help capture students' attention, encouraging them to explore and analyze literary texts more effectively. The study revealed that while students demonstrated a strong understanding of literary works with or without symbols, their performance on the test questionnaires indicated inconsistencies in comprehension. This suggests that although vocabulary knowledge influences reading comprehension, its impact may not be as significant as initially expected. Overall, the study highlights the need for more effective strategies in teaching literary texts, particularly in strengthening students' vocabulary and analytical skills. Future research is encouraged to explore additional factors affecting literary comprehension and to develop innovative approaches that promote deeper engagement with texts. By enhancing vocabulary instruction and making literary learning more engaging, students can develop a stronger grasp of themes, symbolism, and contextual meaning in literary works.

Reducing language anxiety by increasing language achievement: A new experimental study

While researchers in the second language (L2) field often consider that L2 anxiety determines subsequent L2 achievement, an emerging line of research suggests that language skills better predict L2 anxiety. This viewpoint has yet to be experimentally evaluated, and thus it motivated the present study. Two groups of university language students enrolled in the Department of English as an L2 were followed over one semester at three time points while taking a general university course unrelated to language learning. The experimental group received extra instruction (course unrelated) designed to expand their L2 vocabulary knowledge, including strategies for learning and using new vocabulary in real-life contexts over the whole semester. A typical teaching method was delivered to the control group. The conditional dual-domain latent growth curve modeling (LGCM) with grouping variable as a covariate was used to study the possible effect of the intervention on the trajectory of language anxiety and vocabulary knowledge. Results indicated that teaching vocabulary knowledge to the experimental group led to an increase in their L2 vocabulary achievement. In turn, the increase in L2 vocabulary significantly reduced students’ L2 anxiety. Notably, this reduction in anxiety was attributed solely to the improvement in vocabulary achievement, as teachers did not employ any anxiety-controlling strategies. In contrast, the control group showed no significant changes in L2 vocabulary knowledge or L2 anxiety, which aligns with typical observations in standard learning settings. Findings from the present experimental study support the idea that increasing students’ L2 achievement (e.g. vocabulary) through providing practical resources, strategies, and opportunities for using the language (even with minor errors) can reduce their L2 anxiety. According to our findings, using language-enhancing strategies, rather than anxiety-reducing ones, can more effectively help reduce L2 anxiety.

The Impact of Subtitled Videos on Vocabulary Development Among Junior Secondary School Students in Argungu Local Government, Kebbi State, Nigeria

This study examined the effectiveness of subtitled videos in enhancing vocabulary development among Junior Secondary School (JSS II) students in Argungu Local Government, Kebbi State, Nigeria. Using a quasi-experimental design, the research involved 312 students divided into experimental and control groups. The experimental group received vocabulary instruction through researcher-developed subtitled videos focusing on agriculture and health topics, while the control group was taught using traditional methods. Validated and reliable instruments were employed for data collection, with analysis conducted through mean, standard deviation, and independent samples t-tests at a 0.05 significance level. Findings revealed statistically significant improvements in vocabulary achievement among students exposed to subtitled videos compared to those taught through conventional methods (p < 0.05). However, no significant differences were found based on gender (p = 0.902) or school location (p = 0.090), indicating the universal effectiveness of this approach across demographic variables. These results suggest that subtitled videos serve as an equitable and impactful pedagogical tool for vocabulary instruction in diverse educational settings. The study recommends the integration of subtitled videos into English language curricula at the junior secondary level, particularly for vocabulary instruction. Additionally, it advocates for government provision of audiovisual resources to both urban and rural schools to support technology-enhanced learning. These findings contribute to ongoing discourse about innovative language teaching methodologies in resource-constrained environments.

Enhancing Vocabulary Acquisition for Technical University Students through the GHOST Strategy

This project aims to enhance English vocabulary acquisition among technical university students, particularly those enrolled in the five-year junior college programs within the Department of Tourism and the Department of Hospitality at Meiho University. The study employs a researcher-designed English Vocabulary Learning GHOST Questionnaire alongside five types of vocabulary assessment tests, including English-Chinese matching, dictation, translation (both directions), and cloze tests. The GHOST learning strategy integrates various techniques to actively engage students and connect learning to real-life experiences. These techniques include group activities, games, highlighting, contextual hints, observation, online resources, songs, stories, critical thinking, and self-regulated time management. By fostering positive learning experiences, the project seeks to boost students' confidence and satisfaction with their progress. Data for the study was gathered through questionnaires and analyzed using SPSS. The results indicate that students prefer diverse vocabulary learning methods, with songs and group activities being the most favored. Other commonly used strategies include games, contextual hints, online resources, and self-regulated time management. In terms of vocabulary assessment, students showed a preference for Chinese-English matching and dictation, suggesting that bilingual testing offers a sense of security while auditory reinforcement aids retention.The study also highlights key challenges in vocabulary learning, such as a lack of effort and limited practice, with many students relying heavily on rote memorization. To address these issues, the researcher recommends adopting a variety of learning strategies, including incorporating music and group activities, utilizing games, contextual cues, and digital resources, and increasing practice and exposure.Recognizing vocabulary as essential for communication, skill development, and career advancement, the researcher concludes with practical teaching recommendations to optimize vocabulary instruction and support student learning effectively.

Use of Communicative Approach: Implications for Teaching and Learning Vocabulary in Composition Writing in Public Secondary Schools, Kitui County, Kenya

Various approaches have been employed to teach vocabulary to students in the context of English composition writing. Among these, the Communicative Approach has emerged as vital for enhancing both language learning and teaching efficiency. However, this approach has often been overlooked in composition writing instruction, adversely affecting students' performance, particularly in national exams like the Kenya Certificate of Secondary Education (KCSE). This oversight is concerning as it hampers students' ability to excel in English composition and discourages the use of creative vocabulary. The Kenya National Examination Council (KNEC) has consistently highlighted this issue in KCSE results. This study investigated the Communicative Approach and its implications on the teaching of vocabulary in English composition writing in public schools in Kitui County, Kenya. Specific objectives were to: establish the Communicative Approaches used by teachers of English in teaching of vocabulary in composition writing, investigate the extent to which Communicative Approaches are used in teaching vocabulary in composition in English, establish the extent to which the learners can utilize the vocabulary learnt in composition writing in English, establish the challenges the teachers of English face while teaching vocabulary in writing composition using Communicative Approaches. A descriptive research design was adopted. In this study that targeted 33 public secondary schools, 4,770 Form Three students, and 90 English teachers in Kitui West Sub-County. A combination of stratified, simple, and purposive sampling techniques was used to select the sample population, which included four public secondary schools and 477 Form Three students (representing 10% of the target population), as well as nine randomly selected English teachers. Data collection methods used in the study included surveys, observation schedules, and structured interviews. A pilot study was conducted in one of the schools within Kitui West Sub-County prior to the main study. Both quantitative and qualitative data analysis methods were employed. Qualitative data from questionnaires were analyzed thematically and categorized, while quantitative data were analyzed using descriptive statistics, including frequencies and percentages. The findings revealed that teachers predominantly used genre- based strategies, traditional methods, and the Communicative Approach, with a focus on language acquisition, fostering creativity in paragraph development, and guiding students in writing different types of compositions. Teachers occasionally utilized the Communicative Approach to teach vocabulary in composition writing. They employed this approach in various ways to encourage vocabulary use among students. However, the study found that there were insufficient resources available in classrooms to support the Communicative Approach during composition writing lessons. Other challenges included limited time and large class sizes, which hindered effective student management. Pearson’s Product Moment Correlation Coefficients was applied in the testing of reliability of the research instruments used in the study and yielded 0.71 and 0.75 for the teacher’s questionnaire and students' questionnaires respectively A Pearson’s coefficient above 0.70 (70%)r reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends that the Ministry of Education provide secondary schools with adequate resources to support teaching and learning strategies, including the Communicative Approach. Additionally, teachers should plan materials in advance to optimize time use, and school management should allocate more time for instruction using the Communicative Approach. Organizing workshops to equip teachers with skills in the Communicative Approach is also advised.

Tech-Enhanced Vocabulary Acquisition: Exploring the Use of Student-Created Video Learning Materials in the Tertiary-Level EFL (English as a Foreign Language) Flipped Classroom

This study explores the effectiveness of Technology-Assisted Vocabulary Learning (TAVL) using student-created video learning materials within a tertiary-level English as a Foreign Language (EFL) flipped classroom. By leveraging the flipped classroom model, which allocates classroom time for interactive activities and shifts instructional content delivery outside of class, the research investigates how student-produced videos can enhance vocabulary acquisition and retention. Conducted with 47 university students from a Translation and Translation Studies course, the study aims to fill a gap in empirical evidence regarding this innovative approach. Quantitative analysis revealed that students who created and utilized videos (Group 1) showed the highest improvement in vocabulary scores, followed by those who only used the videos (Group 2), with the control group relying on traditional teacher-led methods showing the least improvement. Qualitative feedback highlighted that video creators experienced deeper engagement and better vocabulary retention, while users appreciated the videos’ visual and auditory elements but faced challenges with vocabulary overload. The findings suggest that incorporating student-created videos into the curriculum fosters a dynamic and collaborative learning environment, offering practical implications for enhancing vocabulary instruction through technology-enhanced pedagogical practices. Future research should focus on optimizing video production processes and integrating these methods with traditional teaching for comprehensive vocabulary learning.

Exploring the Role of Meaning-Focused and Form-Focused Instruction on L2 Collocation Learning: An Instructed SLA Approach to Vocabulary Learning

Considering the difficulty of acquiring lexical forms, it is important to offer effective vocabulary instruction especially in low-input contexts like Türkiye. Since studies exploring the role of Form-Focused Instruction (FFI) in vocabulary learning are rare, we explore the effects of Meaning-Focused Instruction (MFI) and FFI on L2 collocation learning. Ninety-three students with A2 level proficiency participated in the study in MFI, FFI and Control groups. Experimental groups were given reading comprehension tasks embedding twenty collocations. These collocations were enhanced through bold-facing, and dictionary use was allowed in FFI group. MFI group did the same task with no bold-facing and dictionary use. Control group only completed the tests. Findings revealed that experimental groups performed significantly better with no significant improvement in control group’s performance. A significant advantage of FFI over MFI was observed in form recognition and form recall tests highlighting the pedagogical importance of attention to form to acquire collocations.

Penerapan Metode Suggestopedia Dalam Pembelajaran Mufradāt

<p style="text-align: justify;">Vocabulary (mufradat) is considered a fundamental element that supports communication, reading, and writing skills in the Arabic language. Research indicates that a good mastery of vocabulary significantly contributes to language learning success. The Suggestopedia method, which utilizes suggestion, music, and a comfortable learning environment, has proven effective in enhancing students' vocabulary acquisition. This method consists of six key elements in its implementation: (1) authority, (2) infantilization, (3) double-plane communication, (4) intonation, (5) rhythm, and (6) pseudo-passivity. Through these elements, the method creates an enjoyable and supportive learning atmosphere. Therefore, we expect its application to positively contribute to Arabic language teaching at the primary and secondary education levels. This study aims to describe the Suggestopedia method, the meaning and urgency of vocabulary learning, and the implementation of Suggestopedia in vocabulary instruction. The research employs a literature review method by analyzing various books and journal articles relevant to the Suggestopedia method. The findings indicate that (1) Suggestopedia is a method that emphasizes the use of suggestion to create feelings of enjoyment, confidence, and relaxation, enabling both the right and left hemispheres of the brain to function effectively. (2) Mastery of vocabulary is a crucial factor in Arabic language skills, including communication, reading, writing, and text comprehension. (3) There are six key elements to consider in applying the Suggestopedia method for vocabulary instruction: the teacher’s full role, learners as information receivers similar to young children, double-plane communication sources, the use of vocal intonation, musical rhythm, and a calm and comfortable attitude.</p>

An Empirical Study on Improving Chinese College Students’ English Vocabulary Use in a Seamless Mobile-Assisted Vocabulary Learning Environment

The purpose of this study is to investigate the effects of the Seamless Mobile Assisted Vocabulary Learning Environment (SMAVLE) on Chinese college students’ ability to use English vocabulary. Having reviewed the related literature for the initial step, the researchers then developed SMAVLE based on the literature reviewed. A mixed-method design combined with a quasi-experimental design was utilized in this study. A total of 128 non-English major freshmen participated in the study, with 62 students randomly assigned to the experimental group and 66 to the control group for a 12-week teaching experiment. SMAVLE and the traditional vocabulary learning approach were both used. Vocabulary Knowledge Scale (VKS) tests were administered to students before and after the experiment, and test scores were examined for effects. Additionally, learning logs were used to collect information on students’ learning characteristics in SMAVLE. The results revealed: 1) SMAVLE improved students’ English vocabulary use compared to traditional learning methods; 2) in SMAVLE, students demonstrated some unique characteristics regarding time allocation, choice of study location, and learning engagement. The study confirms the effectiveness of SMAVLE in vocabulary teaching and provides novel perspectives and practical insights into English vocabulary teaching and learning.

EFL Learners' Reading Comprehension Challenges and Strategies: A Case Study of Champasack University in Laos

<div><p><em>Reading comprehension is a primary skill in English as a Foreign Language (EFL) learners, but many of them face challenges that impede their language learning. This study investigates reading comprehension problems experienced by EFL learners at Champasack University (Laos), and suggests solutions to remediate these problems. A qualitative case study was employed, involving semi-structured interviews with 10 final-year students to explore their experiences and coping strategies. This study highlights the important barriers learners face such as limited vocabulary, complex grammatical structures, and summarizing and identifying main ideas. Strategies such as using a dictionary, context-guessing, and collaborating with peers are employed, but these are often not enough in the absence of structured support. Although they elevate pressing interest in redressing the factors that put children at risk for literacy challenges, with a focus on systematic vocabulary instruction focused on explicit instruction and teaching cognitive and metacognitive strategies for teaching reading comprehension, the results also suggest the following possible interventions: Also, using digital tools and collaborative learning activities can alleviate reading anxiety and enhance learner motivation, creating a more bolstered learning environment. The study reaffirmed the need for targeted pedagogical intervention and that future work might discover how to make such strategies more effective over the long term and the part digital literacy plays in EFL pedagogy. Our findings provide valuable insights for educators and policy-makers, who might find it helpful in possibly improving reading comprehension outcomes for EFL learners across different learning contexts.</em></p></div>

한국어 학습자의 고빈도 동사 표현 실패 원인 분석

This study examines why Korean learners fail to express high-frequency verbs despite understanding them, focusing on semantic errors across proficiency levels. Errors are categorized into general verb errors (semantic overlap within and across syntactic structures, antonymic relations) and supportive verb errors (misuse of general verbs, over generalization of broad supportive verbs, and confusion among supportive verbs). Findings indicate that Factors 5, 4, 2, and 6 significantly distinguish proficiency levels, with Factor 5 being the most critical for beginners. This suggests that difficulty in selecting appropriate supportive verbs is a key barrier to accurate expression in early stages of acquisition. By identifying key factors influencing expression failures, this study contributes to a deeper understanding of Korean learners’ vocabulary development and provides insights for proficiency-based vocabulary instruction.

Understanding Kindergarten Teachers' Readiness and Acceptance of STEAM-Oriented Interactive E-Books for English Vocabulary Instruction

The purpose of this study was to assess preschool teachers' willingness and readiness to use a Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based interactive e-book for teaching English vocabulary. This study employed a survey design, utilizing a questionnaire for data collection. There were 150 kindergarten teachers as participants of the study. Participants were selected using stratified random sampling, ensuring representation from both urban and suburban schools across West Sumatra, Indonesia. This approach allowed for balanced demographic representation in terms of age, teaching experience, and educational background. Data analysis involved ANOVA as well as regression tests. The study results indicated that while teachers generally accepted STEAM-based e-books, their readiness varied significantly by education level. Teachers who had qualified up to Bachelor's and Master's degrees were relatively better placed in terms of readiness and acceptance towards the e-books as compared to their Diploma counterparts. However, age did not significantly contribute to these factors. Achieving such an integration requires systematic professional development and training programs. Furthermore, the study also provides opportunities for the effective design of interactive STEAM-based e-books targeted at the introduction of English vocabulary to kindergarten children.

The problems that face Sudanese basic school students in learning English vocabulary

This study aims at investigating the problems and difficulties that encounter Sudanese basic school students when they learn English vocabulary, also the study aims at identifying and predicting modern methods to help teachers in the process of teaching and reading vocabulary. The analytical descriptive method was conducted to analyze the collected data through a test for a group of both male and female Sudanese basic school students to check their ability of using English vocabulary correctly. The test was analyzed through statistical package of social sciences (SPSS). The statistical results revealed that Sudanese basic school students encounter difficulties when they learn vocabulary. Some teachers do not use appropriate approaches of teaching vocabulary. The researchers recommended that: Teachers should encourage students to make English societies to improve English vocabulary, curriculum designers should decrease the curricula concerns basic school level to give much time to students to focus on vocabulary, listening audio sections should be provided at basic school level.