Vocabulary acquisition constitutes a fundamental aspect of English language development among elementary learners; however, there remains a paucity of comprehensive syntheses of empirical evidence concerning effective classroom interventions. This PRISMA systematic review critically examines research studies published between 2022 and 2025 that explicitly focus on enhancing vocabulary learning within elementary English second language contexts. Through an exhaustive search process, eight studies were included, representing a spectrum of intervention modalities such as explicit vocabulary instruction, multicomponent literacy programs, inquiry-based learning strategies, and technology-integrated approaches. Data were systematically extracted and subjected to thematic analysis to discern prevailing teaching pedagogy, technology utilization, intervention strategy, contextualization, reading engagement, and strategy implementation. The findings underscore that interventions explicitly targeting vocabulary development, especially those integrating contextualized content, multimodal and technological tools, and evidence-based pedagogical strategies, consistently yield significant improvements in vocabulary knowledge. Factors such as sustained exposure to targeted vocabulary, teacher preparedness, and fidelity of implementation emerged as critical determinants of intervention success. This review emphasizes the necessity of designing engaging, meaningful, and well-supported instructional interventions to optimize vocabulary acquisition among young ESL learners, offering valuable insights for classroom practice and guiding future research endeavors in this domain.
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- Jelairax Saquilabon (Autor:in), 2026, Strategies for Enhancing English Vocabulary Acquisition Among Filipino Elementary Learners, München, GRIN Verlag, https://www.hausarbeiten.de/document/1714425
