EXPLORING VOCABULARY LEARNING APPROACHES OF UNDERGRADUATE EFL LEARNERS AT UNIVERSITIES IN SINDH: A META-ANALYSIS

Abstract

When it comes to second language (L2) learning, it is difficult to learn vocabulary or remember many words to speak them fluently. Many researchers across the globe have conducted research in this field to establish how vocabulary learning is possible; nevertheless, no authentic solution in this regard has been suggested so far. Without lexical knowledge and understanding, it is hard to get a command of the second language or even speak it fluently. Consequently, this study aims at conducting a metaanalysis of 18 studies to explore the utility of various strategies and approaches suggested in this research project regarding vocabulary learning or lexical knowledge. The findings showed that the approaches adopted by the learners about lexical knowledge included cognitive, meta-cognitive, social, determination, and memory methods. Moreover, the efficacious individuals preferred the approaches of referring to dictionaries and guessing from the perspective and situation. Besides, in this study, it was also investigated to find the rapport amongst the background, situation, methodology, context, and treatment through vocabulary learning strategy. Results showed that the L2 beginners having different backgrounds and contexts, while the instructors adopted specific strategies or approaches as per their curriculum favored different strategies. This study concluded that the instructors are required to be fully cognizant of the significance of applying a suitable strategy to undertake English language teaching (ELT) in Sindh Universities and choosing the easiest way for the new EFL learners to encourage them to improve their vocabulary effectivel