The Importance of Context-Based Vocabulary Instruction in EFL Settings: A Systematic Review
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Vocabulary acquisition is a foundational component of English as a Foreign Language (EFL) learning. However, in many EFL contexts, including Vietnam, vocabulary instruction continues to rely heavily on decontextualised memorisation, which may limit retention, depth of lexical knowledge, and communicative use. This study examines the role and effectiveness of context-based vocabulary instruction, understood as the introduction, practice, and consolidation of lexical items within authentic linguistic contexts such as texts, dialogues, and multimedia materials. Guided by a PRISMA-oriented systematic review methodology, the study synthesises 45 theoretical and empirical studies published between 2000 and 2025, retrieved from Scopus, Web of Science, ERIC, and Google Scholar. The findings indicate that context-based vocabulary instruction supports both incidental and intentional vocabulary learning, enhances semantic and pragmatic knowledge, and improves long-term retention compared with vocabulary learning detached from context. Pedagogically, the review highlights the value of learner-generated contexts, input-enhanced reading, and multimedia resources in transforming vocabulary instruction toward a communicative and learner-centred orientation, particularly in Vietnam and comparable EFL settings.
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