INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 965
EFFECTIVE TECHNIQUES TO TEACH ENGLISH VOCABULARY FOR
UNDERGRADUATES IN UZBEKISTAN
Mukhlisa Azizova Khurshidovna
Faculty of English Philology teaching,
Uzbekistan State World Languages University, Tashkent, Uzbekistan
Abstract:
Many students struggle to absorb vocabulary in English-language classrooms, despite
its importance in foreign language learning. Words carry meaning, and expanding your
vocabulary helps you reduce misunderstandings in communication. This study examines how
innovative vocabulary teaching methods, such as exercises, games, presentations, a variety types
of playing of roles, using dictionary, and integrated learning, can improve vocabulary acquisition
for ESL learners.
KEYWORDS:
ESL learners, playing roles, communicative competence, mental strategy
INTRODUCTION
Students often claim that they lack sufficient vocabulary to write, read, and fully comprehend
everything in the test. Similarly, teachers frequently remarked the fact that teaching vocabulary
is the challenging part [1]. Vocabulary knowledge plays a crucial role in second/foreign
language acquisition, leading to increased attention among education experts during the past 30
years. According to David Wilkins [2], "Without grammar, very little can be conveyed, and
without vocabulary, nothing can be conveyed" (p.111). The need for better teaching techniques
in not only vocabulary but also in all areas has always been a crucial matter. Researchers such as
Harley [3], Coady and Huckin [4], and Richards and Renandya [5] emphasize the power of
vocabulary knowledge in promoting interpersonal skills among ESL/EFL learners. Neuman and
Dwyer [6] define vocabulary as the words necessary for efficient communication.
In the late 20th century, a shift from teacher-oriented to learner-centered approaches led to the
emergence of "communicative competence" [7, 8]. Lyle Bachman [9] coined the term
"communicative language ability" to describe the communicative approach to teaching foreign
languages. The communicative method has led to a focus on communicative ability as the
primary goal of learning and teaching foreign languages. The present study's conclusions are
based on quantitative data gathered from pre- and post-tests measuring the performance of
female students who were taught vocabulary using seven different approaches. There is a report
on the quantitative results. The results provide insight into a number of teaching and learning
techniques that may be used to support students in successfully acquiring vocabulary in English.
Furthermore, they seek to educate EFL teachers on the tactics that their EFL students use most
frequently. The importance of varying teaching approaches is emphasized through comparisons
of the various methodologies. Teachers and instructors who are apprehensive to adopt new
techniques will learn important information about these tactics and how pupils might grow their
vocabulary as a consequence.
Brief Literature Review
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 966
The 9th edition of the Oxford Advanced Learners dictionary defines the word ‘vocabulary’ into
four different ways, the first is ‘all the words that a person knows or uses’, the second is ‘all the
words in a particular language’ then says ‘the words that people use when they are talking about
a particular subject’ finally, ‘a list of words with the meaning, especially in a book for learning a
foreign language’. Knowing how much an L2 learner knows grammar or other skills will not
help one unless the learners possess adequate vocab proficiency in the target language.
Vocabulary plays a major role in all form of communication such as writing or speaking and
listening, reading alike [10].
METHODOLOGY
Theories of communicative competency and the communicative approach to learning foreign
languages have opened the door for best practices and theories supporting Vocabulary Learning
Strategies (VLS). Two categories of techniques are examined by Rebecca Oxford and David
Crookall [11]: direct and indirect. They recognize refer to direct VLS as a "mental strategy" in
which students consciously study language using the following sub-strategies: memory;
compensation; and cognition. Conversely, indirect VLS employs the following sub-strategies:
emotive strategy, social strategy, and metacognition. Schmitt [12] divides vocabulary acquisition
into five categories: determination, social strategy, memory, cognition, and metacognition.
Planning, sources, and procedures are the three categories into which VLS is divided in the later-
developed Nation's Taxonomy [13]. L2 learners organise their learning, evaluate vocabulary
sources, and employ methods to construct knowledge based on prior phases. Recent research by
Laura Angelini, Amparo GarcíaCarbonell, and Frances Watts [14] shows that simulation and
gaming can effectively improve learning a foreign language.
Design of the Study
This study used a quasi-experimental pretest-posttest methodology to assess the efficiency of
seven instructional styles in improving students' vocabulary learning. The tactics include context
drill, arcade games, diagrams, mini-presentations, role-playing, dictionary consulting, and
multimedia learning.
Methods for developing English vocabulary
Three different approaches were used in this study to teach vocabulary to students in their year
of preparation. The teachers discuss their teaching strategies with the pupils in the quotations that
follow. First teacher states that the context drill, for case in point, uses vocabulary in context
(groups): write all of that device's speech on the wall, and then have students use the words in a
skit, debate, sentence, or brief narrative. Typically, I ask them to use half of the words; however,
for differentiated learning, I ask the more talented groups to use all of the words, and those with
smaller groups, fewer of the words. This functions only if the lecturer allocated each group.
The
following
is
how
second
teacher
described
presentations:
Each student provides a phrase or vocabulary that they learned from reading the local paper or
from watching TV once for a week. After that, she will bring it to class so that everyone may talk
and learn about it. Every learner gets seven to ten minutes to give a brief presentation on the
material they have studied. There will be a 12-week repetition of this. Thus, a class of thirty
pupils will be exposed to more than twelve times thirty words throughout a semester. This seems
like a really effective way to me.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 967
The 9th edition of the Oxford Advanced Learners dictionary defines the word ‘vocabulary’ into
four different ways, the first is ‘all the words that a person knows or uses’, the second is ‘all the
words in a particular language’ then says ‘the words that people use when they are talking about
a particular subject’ finally, ‘a list of words with the meaning, especially in a book for learning a
foreign language’. Knowing how much an L2 learner knows grammar or other skills will not
help one unless the learners possess adequate vocab proficiency in the target language.
Vocabulary plays a major role in all form of communication such as writing or speaking and
listening, reading alike [10].
METHODOLOGY
Theories of communicative competency and the communicative approach to learning foreign
languages have opened the door for best practices and theories supporting Vocabulary Learning
Strategies (VLS). Two categories of techniques are examined by Rebecca Oxford and David
Crookall [11]: direct and indirect. They recognize refer to direct VLS as a "mental strategy" in
which students consciously study language using the following sub-strategies: memory;
compensation; and cognition. Conversely, indirect VLS employs the following sub-strategies:
emotive strategy, social strategy, and metacognition. Schmitt [12] divides vocabulary acquisition
into five categories: determination, social strategy, memory, cognition, and metacognition.
Planning, sources, and procedures are the three categories into which VLS is divided in the later-
developed Nation's Taxonomy [13]. L2 learners organise their learning, evaluate vocabulary
sources, and employ methods to construct knowledge based on prior phases. Recent research by
Laura Angelini, Amparo GarcíaCarbonell, and Frances Watts [14] shows that simulation and
gaming can effectively improve learning a foreign language.
Design of the Study
This study used a quasi-experimental pretest-posttest methodology to assess the efficiency of
seven instructional styles in improving students' vocabulary learning. The tactics include context
drill, arcade games, diagrams, mini-presentations, role-playing, dictionary consulting, and
multimedia learning.
Methods for developing English vocabulary
Three different approaches were used in this study to teach vocabulary to students in their year
of preparation. The teachers discuss their teaching strategies with the pupils in the quotations that
follow. First teacher states that the context drill, for case in point, uses vocabulary in context
(groups): write all of that device's speech on the wall, and then have students use the words in a
skit, debate, sentence, or brief narrative. Typically, I ask them to use half of the words; however,
for differentiated learning, I ask the more talented groups to use all of the words, and those with
smaller groups, fewer of the words. This functions only if the lecturer allocated each group.
The
following
is
how
second
teacher
described
presentations:
Each student provides a phrase or vocabulary that they learned from reading the local paper or
from watching TV once for a week. After that, she will bring it to class so that everyone may talk
and learn about it. Every learner gets seven to ten minutes to give a brief presentation on the
material they have studied. There will be a 12-week repetition of this. Thus, a class of thirty
pupils will be exposed to more than twelve times thirty words throughout a semester. This seems
like a really effective way to me.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 968
Table 1
It used to and similarly been involved in teaching vocabulary in the English language prior to the
use of the techniques employed in this investigation. The goal is to determine the degree to
which these techniques are adequate for expanding knowledge in the realm of English.
DISCUSSION
The goal of this study was to examine the students' responses to a range of teaching methods,
and the findings showed that incorporated classroom instruction and experiential learning
differed from other teaching methods. The subjects of the research were enrolled students. The
study's findings make it abundantly evident that the best methods for teaching university students
EFL vocabulary while also fostering enjoyment and significance in language acquisition are
practicing and integrated learning. Both of those methods are seen as instances of active learning
in which the focus of the process is on the pupils.
Dictionary Strategy, Contextual clues, and Computer Aided Language Learning (CALL)
involved methods are three methods among many popular ones [16]. The effective use of board
games was scrutinized in a scientific study among school-level students and the conclusion
witnessed the result to be very good [17]. Upon the completion of qualitative research among 32
students, the findings witnessed the fact Flashcard usage in vocabulary development motivates
the learners to increase their vocabulary [18]. The use of a Dictionary in learning vocabulary is a
more effective strategy for developing vocabulary than contextual guessing while the other
contextual difference in dictionary effectiveness among bilingual learners [19].
CONCLUSION
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 969
The results of the research will contribute to a deeper knowledge of university-level vocabulary
instruction for EFL instructors and scholars worldwide. There are several implications for
pedagogy. Teachers of English have a significant impact on pupils' ability to increase their range
of words and comprehension, as well as in assisting students in keeping this information and
comprehension for use and reference in the future whereas completing tasks in English. Students
must be able to learn independently if they are to succeed in EFL. Instructors must also consider
how to help students who perform poorly comprehend and remember English language.
Lastly, it is important to emphasise that there were several limitations to the current study that
may be the subject of follow-up investigations. First off, because the present study focused
on students, it's possible that different findings might be obtained if a similar research were done
with manly pupils. Additionally, in order to evaluate the outcomes and determine the most
effective methods for teaching English vocabulary, the sample might be expanded to include
students from other colleges. In fact, there is a great deal of room for more study on the benefits
of using instructional methods that put students at the centre of the language. Paying attention to
word classes is also an important part in the teaching and learning journey of vocabulary despite
the level of the learners’ vocabulary acquisition procedure.
REFERENCES:
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INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 970
14.
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