Vocabulary acquisition is a fundamental aspect of language learning, with implications for reading comprehension, writing proficiency, and overall language fluency. This systematic review examines the diverse designs, strategies, and theories that underpin vocabulary research in the field of language education. The review synthesizes findings from a wide range of studies to provide a comprehensive overview of the current landscape of vocabulary research. This systematic review offers valuable insights into the diverse approaches to vocabulary research and provides a foundation for future studies in the field. By synthesizing findings from a wide range of studies, this review contributes to a deeper understanding of the factors that influence vocabulary acquisition and highlights the importance of adopting evidence-based practices in language education.

classification of vocabulary, social constructivism, sociocultural

Cabell, S. Q., & Hwang, H. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly, 55(S1), 99–107. doi:10.1002/rrq.338

Graves, M. F. (2006). Building a comprehensive vocabulary program. New England Reading Association Journal, 42(2), 1–7.

Graves, M. F. (2015). Building a vocabulary program that really could make a significant contribution to students becoming college and career ready. In P. D. Pearson & E. H. Hiebert (Eds.), Research-based practices for common core literacy. Teachers College Press.

Hiebert, E. H. (2020). The core vocabulary: The foundation of proficient comprehension. The Reading Teacher, 73(6), 757–768. doi:10.1002/trtr.1894

Hiebert, E. H., Goodwin, A. P., & Cervetti, G. N. (2018). Core vocabulary: Its morphological content and presence in exemplar texts. Reading Research Quarterly, 53(1), 29–49. doi:10.1002/rrq.183

Wright, K., Franks, A., Kuo, L. J., McTigue, E., & Serrano, J. (2016). Both theory and practice: Science literacy instruction and theories of reading. International Journal of Science and Mathematics Education, 14(7), 1275–1292. doi:10.1007/s10763-015-9661-2

Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203–226. doi:10.1002/rrq.163