ENHANCING ENGLISH LANGUAGE
LEARNING: IMPLICIT AND EXPLICIT
VOCABULARY STRATEGIES
MEJORA DEL APRENDIZAJE DEL INGLÉS:
ESTRATEGIAS DE VOCABULARIO IMPLÍCITO Y EXPLÍCITO
Hilda Gabriela Portilla Torres
Universidad de Tecnología Experimental Yachay Tech, Ecuador
Fanny Del Carmen Guerra Mera
Universidad de Tecnología Experimental Yachay Tech, Ecuador
pág. 15595
DOI: https://doi.org/10.37811/cl_rcm.v9i5.20793
Enhancing English Language Learning: Implicit and Explicit Vocabulary
Strategies
Hilda Gabriela Portilla Torres1
gportilla@yachaytech.edu.ec
https://orcid.org/0000-0001-5402-6482
Universidad de Tecnología Experimental
Yachay Tech
Urcuqui - Ecuador
Fanny Del Carmen Guerra Mera
cguerra@yachaytech.edu.ec
https://orcid.org/0009-0006-7639-4706
Universidad de Tecnología Experimental
Yachay Tech
Urcuqui Ecuador
ABSTRACT
The study revealed the effectiveness of semi-guided, explicit, and implicit teaching methods for
teaching the English language to students in the leveling program at Yachay Tech University. A mixed
quasi-experimental design was used with two groups: a control group focused on incidental exposure
and an experimental group that received guided and communicative instruction. Lexical knowledge was
measured through interviews, perceptual questionnaires, and pre- and post-tests. When comparing the
experimental group with the control group, the results showed significant increases, concluding that
both explicit and implicit instruction improve language retention and functional application. The
qualitative evidence demonstrated greater autonomy and motivation in oral communication, as well as
a lower dependence on interpreters. It was concluded that communicative competence and lexical
retention can be strengthened when there is a balance between direct instruction and contextual
exposure. The findings provide crucial support for the development of A1–A2 English programs,
especially in non-immersion learning environments.
Keywords: linguistics, active learning, teaching method
1 Autor principal
Correspondencia: gportilla@yachaytech.edu.ec
DOI: https://doi.org/10.37811/cl_rcm.v9i5.20793
Enhancing English Language Learning: Implicit and Explicit Vocabulary
Strategies
Hilda Gabriela Portilla Torres1
gportilla@yachaytech.edu.ec
https://orcid.org/0000-0001-5402-6482
Universidad de Tecnología Experimental
Yachay Tech
Urcuqui - Ecuador
Fanny Del Carmen Guerra Mera
cguerra@yachaytech.edu.ec
https://orcid.org/0009-0006-7639-4706
Universidad de Tecnología Experimental
Yachay Tech
Urcuqui Ecuador
ABSTRACT
The study revealed the effectiveness of semi-guided, explicit, and implicit teaching methods for
teaching the English language to students in the leveling program at Yachay Tech University. A mixed
quasi-experimental design was used with two groups: a control group focused on incidental exposure
and an experimental group that received guided and communicative instruction. Lexical knowledge was
measured through interviews, perceptual questionnaires, and pre- and post-tests. When comparing the
experimental group with the control group, the results showed significant increases, concluding that
both explicit and implicit instruction improve language retention and functional application. The
qualitative evidence demonstrated greater autonomy and motivation in oral communication, as well as
a lower dependence on interpreters. It was concluded that communicative competence and lexical
retention can be strengthened when there is a balance between direct instruction and contextual
exposure. The findings provide crucial support for the development of A1–A2 English programs,
especially in non-immersion learning environments.
Keywords: linguistics, active learning, teaching method
1 Autor principal
Correspondencia: gportilla@yachaytech.edu.ec
pág. 15596
Mejora del Aprendizaje del Inglés: Estrategias de Vocabulario Implícito y
Explícito
RESUMEN
El estudio dio a conocer la eficiencia sobre los métodos de enseñanza modificados implícitos, explícitos
y semiguiados para enseñar el idioma inglés a los alumnos que se encuentran en nivelación de la
Universidad Yachay Tech. Como herramienta se utilizó un diseño cuasi-experimental mixto con dos
grupos: un grupo de control que se enfocó en la exposición incidental y un grupo experimental que
recibió instrucción guiada y comunicativa. El conocimiento léxico se calculó por medio de entrevistas,
cuestionarios perceptivos y pruebas previas y posteriores. Al realizar una comparación entre el grupo
experimental con el grupo de control, los resultados demostraron incrementos relevantes, lo que
concluye que tanto la educación explícita como la implícita mejoran la retención del idioma y su
aplicación funcional. La evidencia cualitativa consolidó una mayor autonomía y motivación en cuanto
a la comunicación oral, así como una dependencia en menor nivel de los intérpretes. Se logró concluir
que la competencia comunicativa y la retención léxica pueden fortalecer cuando existe un equilibrio
entre la instrucción directa y la exposición contextual. Los hallazgos ofrecen un apoyo de suma
importancia para el desarrollo de programas de inglés A1-A2, de manera especial en escenarios de
aprendizaje sin inmersión.
Palabras clave: lingüística, aprendizaje activo, método de enseñanza
Artículo recibido 02 setiembre 2025
Aceptado para publicación: 29 setiembre 2025
Mejora del Aprendizaje del Inglés: Estrategias de Vocabulario Implícito y
Explícito
RESUMEN
El estudio dio a conocer la eficiencia sobre los métodos de enseñanza modificados implícitos, explícitos
y semiguiados para enseñar el idioma inglés a los alumnos que se encuentran en nivelación de la
Universidad Yachay Tech. Como herramienta se utilizó un diseño cuasi-experimental mixto con dos
grupos: un grupo de control que se enfocó en la exposición incidental y un grupo experimental que
recibió instrucción guiada y comunicativa. El conocimiento léxico se calculó por medio de entrevistas,
cuestionarios perceptivos y pruebas previas y posteriores. Al realizar una comparación entre el grupo
experimental con el grupo de control, los resultados demostraron incrementos relevantes, lo que
concluye que tanto la educación explícita como la implícita mejoran la retención del idioma y su
aplicación funcional. La evidencia cualitativa consolidó una mayor autonomía y motivación en cuanto
a la comunicación oral, así como una dependencia en menor nivel de los intérpretes. Se logró concluir
que la competencia comunicativa y la retención léxica pueden fortalecer cuando existe un equilibrio
entre la instrucción directa y la exposición contextual. Los hallazgos ofrecen un apoyo de suma
importancia para el desarrollo de programas de inglés A1-A2, de manera especial en escenarios de
aprendizaje sin inmersión.
Palabras clave: lingüística, aprendizaje activo, método de enseñanza
Artículo recibido 02 setiembre 2025
Aceptado para publicación: 29 setiembre 2025
pág. 15597
INTRODUCTION
Vocabulary development constitutes an essential dimension in the acquisition of English as a foreign
language, as it enables access to meaning, the formulation of ideas, and effective participation in oral
and written communicative acts. Nation (2024) highlights that lexical competence is not only an
indicator of linguistic proficiency but also an indispensable requirement for reading and listening
comprehension, as well as for oral and written production. Despite its relevance, the specialized
literature shows that vocabulary teaching continues to be a challenge in contexts where English is not
an immersion language, primarily due to the limited exposure to the language and the use of pedagogical
strategies that do not ensure retention or the transfer of lexical knowledge to communicative use
(Garcés, 2023; Kaivanpanah et al., 2021).
Given this issue, applied linguistic research has focused on evaluating instructional approaches that
optimize vocabulary learning and retention. Particularly in the last two decades, implicit, explicit, and
guided-incidental instructional methods have become significant elements, as they focus on the
relationship between metalinguistic awareness, attention, and contextual manifestation. According to
Roehr (2024), understanding the link between rule-based and experience-based knowledge helps
advance toward more flexible and improved models for vocabulary study.
Extensive research has been conducted on vocabulary comprehension in English as a foreign language
to determine which type of instruction contributes to more sustainable and applicable learning.
According to Nation (2001), to understand a word it is necessary to master its form, meaning, and use,
which requires balancing intentional educational processes with incidental exposure. Following this
perspective, recent studies indicate that direct instruction fosters more detailed metalinguistic
understanding and greater vocabulary retention (Al-Homoud, 2019; Tahir et al., 2020). Incidental
instruction focuses on acquiring vocabulary through continuous and structured exposure, resulting in
conscious but less durable learning (Garcés, 2023). Modified-implicit approaches, which combine
exposure with guided production tasks, fall between these two positions. Kaivanpanah et al. (2021)
found that this model produces levels of retention similar to or even higher than those achieved through
guided instruction.
INTRODUCTION
Vocabulary development constitutes an essential dimension in the acquisition of English as a foreign
language, as it enables access to meaning, the formulation of ideas, and effective participation in oral
and written communicative acts. Nation (2024) highlights that lexical competence is not only an
indicator of linguistic proficiency but also an indispensable requirement for reading and listening
comprehension, as well as for oral and written production. Despite its relevance, the specialized
literature shows that vocabulary teaching continues to be a challenge in contexts where English is not
an immersion language, primarily due to the limited exposure to the language and the use of pedagogical
strategies that do not ensure retention or the transfer of lexical knowledge to communicative use
(Garcés, 2023; Kaivanpanah et al., 2021).
Given this issue, applied linguistic research has focused on evaluating instructional approaches that
optimize vocabulary learning and retention. Particularly in the last two decades, implicit, explicit, and
guided-incidental instructional methods have become significant elements, as they focus on the
relationship between metalinguistic awareness, attention, and contextual manifestation. According to
Roehr (2024), understanding the link between rule-based and experience-based knowledge helps
advance toward more flexible and improved models for vocabulary study.
Extensive research has been conducted on vocabulary comprehension in English as a foreign language
to determine which type of instruction contributes to more sustainable and applicable learning.
According to Nation (2001), to understand a word it is necessary to master its form, meaning, and use,
which requires balancing intentional educational processes with incidental exposure. Following this
perspective, recent studies indicate that direct instruction fosters more detailed metalinguistic
understanding and greater vocabulary retention (Al-Homoud, 2019; Tahir et al., 2020). Incidental
instruction focuses on acquiring vocabulary through continuous and structured exposure, resulting in
conscious but less durable learning (Garcés, 2023). Modified-implicit approaches, which combine
exposure with guided production tasks, fall between these two positions. Kaivanpanah et al. (2021)
found that this model produces levels of retention similar to or even higher than those achieved through
guided instruction.
pág. 15598
Although conceptual and practical progress has been remarkable, there is still no consensus regarding
which approach is the most effective among the three. The frequency of presentation, learners’
proficiency level, and the nature of the task employed determine the conclusions of studies (Garcés,
2023; Kaivanpanah et al., 2021). Furthermore, the generalization of findings is limited because most
research focuses on university settings in the Middle East and Asia. This fact reveals a theoretical and
methodological disparity that supports the need to study, from a comparative perspective, how the three
approaches influence vocabulary acquisition and retention, with the purpose of generating scientific
evidence to guide the design of more inclusive educational methods.
In Ecuador, the need to increase communication skills among students in line with international
education standards has led to a greater emphasis on training in the English language. Despite this, there
are still structural obstacles regarding teacher training and the implementation of current techniques,
making the study of the language more difficult. According to Barre and Villafuerte (2021), it is
common in public institutions, where class hours are limited and technological resources are scarce,
that the application of innovative methods like Content and Language Integrated Learning (CLIL)
remains partial and inconsistent. This situation highlights the urgency of developing pedagogical
strategies that promote the effective acquisition and retention of vocabulary in this foreign language,
tailored to the conditions of Ecuador's educational system.
This study strives to answer the following question: What effects do direct, incidental, or blended have
instruction methods have on the learning and retention of vocabulary in English as a foreign language?
The objective of this study is to design an integrated method for English vocabulary instruction that
combines intentional and incidental learning techniques to optimize comprehension and use of the
language among leveling students at Yachay Tech University through a mixed quasi-experimental
design.
Hi: There is a direct relationship between the application of modified explicit or implicit instructional
strategies and the levels of English vocabulary acquisition and retention.
Ho: There is no significant relationship between the type of instruction applied and the levels of English
vocabulary acquisition and retention as a foreign language.
Although conceptual and practical progress has been remarkable, there is still no consensus regarding
which approach is the most effective among the three. The frequency of presentation, learners’
proficiency level, and the nature of the task employed determine the conclusions of studies (Garcés,
2023; Kaivanpanah et al., 2021). Furthermore, the generalization of findings is limited because most
research focuses on university settings in the Middle East and Asia. This fact reveals a theoretical and
methodological disparity that supports the need to study, from a comparative perspective, how the three
approaches influence vocabulary acquisition and retention, with the purpose of generating scientific
evidence to guide the design of more inclusive educational methods.
In Ecuador, the need to increase communication skills among students in line with international
education standards has led to a greater emphasis on training in the English language. Despite this, there
are still structural obstacles regarding teacher training and the implementation of current techniques,
making the study of the language more difficult. According to Barre and Villafuerte (2021), it is
common in public institutions, where class hours are limited and technological resources are scarce,
that the application of innovative methods like Content and Language Integrated Learning (CLIL)
remains partial and inconsistent. This situation highlights the urgency of developing pedagogical
strategies that promote the effective acquisition and retention of vocabulary in this foreign language,
tailored to the conditions of Ecuador's educational system.
This study strives to answer the following question: What effects do direct, incidental, or blended have
instruction methods have on the learning and retention of vocabulary in English as a foreign language?
The objective of this study is to design an integrated method for English vocabulary instruction that
combines intentional and incidental learning techniques to optimize comprehension and use of the
language among leveling students at Yachay Tech University through a mixed quasi-experimental
design.
Hi: There is a direct relationship between the application of modified explicit or implicit instructional
strategies and the levels of English vocabulary acquisition and retention.
Ho: There is no significant relationship between the type of instruction applied and the levels of English
vocabulary acquisition and retention as a foreign language.
pág. 15599
Theoretical Framework
In Ecuador, the understanding of English as a foreign language has become a priority in educational
terms due to its importance for communication, academic mobility, and employment insertion. In this
process, vocabulary development is essential since it promotes effective interaction in different
contexts, oral expression, and reading comprehension (Nation, 2001; Roehr, 2024). Various studies
conducted in the country show progress in the language learning process, although there are still
limitations related to teacher training, the availability of resources, and inequalities between public and
private institutions (Barre & Villafuerte, 2021). In this field, intuitive and formal lexical acquisition
strategies emerge as beneficial options to improve the retention and communicative use of vocabulary,
promoting more meaningful learning that adapts to the real conditions of the Ecuadorian environment
(Kaivanpanah et al., 2021; Tahir et al., 2020; Zeng et al., 2025).
Vocabulary Strategies in English Language Acquisition
The study of vocabulary has been considered a fundamental element in the acquisition of the English
language because it plays a crucial role both in linguistic production and comprehension, as well as in
the cognitive processes related to attention and memory. Nation (2001) states that vocabulary
constitutes the fundamental unit of linguistic knowledge and that its mastery involves developing
meaning in addition to form, use, pronunciation, and the grammatical restrictions associated with each
word. Currently, the process of teaching vocabulary is conceived as one that integrates contextual and
intentional methodologies. In this process, tasks involving repetition, exposure, and contextualization
merge with the objective of improving long-term retention (Al-Homoud, 2019). In this sense,
vocabulary teaching does not merely consist of memorizing lists; it is a systematic and constructive
method that is guided by communication, the meaningful use of language, and metacognitive reflection.
According to recent research, lexical learning, from a theoretical approach, requires a balanced
combination of deliberate attention and mechanical practice. Roehr (2024) describes that lexical
comprehension is organized through two complementary systems: the explicit, characterized by
verbalization and awareness of rules, and the unconscious system, which is linked to the automatization
of language. These two act dynamically, creating an uninterrupted process of transformation between
natural communicative ability and conscious understanding.
Theoretical Framework
In Ecuador, the understanding of English as a foreign language has become a priority in educational
terms due to its importance for communication, academic mobility, and employment insertion. In this
process, vocabulary development is essential since it promotes effective interaction in different
contexts, oral expression, and reading comprehension (Nation, 2001; Roehr, 2024). Various studies
conducted in the country show progress in the language learning process, although there are still
limitations related to teacher training, the availability of resources, and inequalities between public and
private institutions (Barre & Villafuerte, 2021). In this field, intuitive and formal lexical acquisition
strategies emerge as beneficial options to improve the retention and communicative use of vocabulary,
promoting more meaningful learning that adapts to the real conditions of the Ecuadorian environment
(Kaivanpanah et al., 2021; Tahir et al., 2020; Zeng et al., 2025).
Vocabulary Strategies in English Language Acquisition
The study of vocabulary has been considered a fundamental element in the acquisition of the English
language because it plays a crucial role both in linguistic production and comprehension, as well as in
the cognitive processes related to attention and memory. Nation (2001) states that vocabulary
constitutes the fundamental unit of linguistic knowledge and that its mastery involves developing
meaning in addition to form, use, pronunciation, and the grammatical restrictions associated with each
word. Currently, the process of teaching vocabulary is conceived as one that integrates contextual and
intentional methodologies. In this process, tasks involving repetition, exposure, and contextualization
merge with the objective of improving long-term retention (Al-Homoud, 2019). In this sense,
vocabulary teaching does not merely consist of memorizing lists; it is a systematic and constructive
method that is guided by communication, the meaningful use of language, and metacognitive reflection.
According to recent research, lexical learning, from a theoretical approach, requires a balanced
combination of deliberate attention and mechanical practice. Roehr (2024) describes that lexical
comprehension is organized through two complementary systems: the explicit, characterized by
verbalization and awareness of rules, and the unconscious system, which is linked to the automatization
of language. These two act dynamically, creating an uninterrupted process of transformation between
natural communicative ability and conscious understanding.
pág. 15600
Following specialized literature, there are two types of educational strategies: deliberate ones, which
focus on direct instruction, and unconscious or incidental ones, which stem from natural contact with
the language. The former are associated with intentional and planned vocabulary teaching, in which
students are provided with explanations about use and meaning; the latter occur unintentionally through
reading, listening, or communication.
Similarly, the concept of "modified implicit instruction," which integrates forced-output tasks and
multiple exposures, is presented in the studies of Kaivanpanah et al. (2021). This methodology
demonstrated that students acquire and retain words more efficiently when they actively use vocabulary
in productive environments. The "involvement load" hypothesis asserts that the greater the cognitive
engagement, the more effective lexical retention becomes; this is supported by empirical findings. This
observation aligns with Nation’s (2024) perspective that the three essential processes for promoting
vocabulary learning are noticing, repetition, and meaningful use. Academic techniques based on this
information should therefore promote the initial understanding of terms and their adaptation to natural
communicative use.
The way in which second language learners acquire vocabulary has been transformed thanks to the
implementation of technology and digital environments. Through a meta-analysis, Zhu et al. (2023)
demonstrated that extensive digital reading fosters the incidental acquisition of vocabulary, especially
if the material is graphically and semantically supported. The dual verbal and visual coding increases
long-term retention by simultaneously activating phonological and semantic memory. Similarly,
Mohammadi et al. (2024) found that mobile-assisted learning strategies enhance the expansion of
academic vocabulary by offering constant and multimodal presentation. These resources provide
learners with the possibility of incorporating, within digital environments, intuitive listening and
reading techniques together with explicit strategies such as repetition and translation exercises.
Lexical comprehension is based on cognitive processes that are linked to motivation, working memory,
and attention. According to Garcés (2023), educational communication tasks promote the incidental
acquisition of vocabulary by employing selective attention and episodic memory, which produces
lasting connections between words and their contexts. According to these results, meaningful
engagement and the use of language in real-world situations are as important for successful English
Following specialized literature, there are two types of educational strategies: deliberate ones, which
focus on direct instruction, and unconscious or incidental ones, which stem from natural contact with
the language. The former are associated with intentional and planned vocabulary teaching, in which
students are provided with explanations about use and meaning; the latter occur unintentionally through
reading, listening, or communication.
Similarly, the concept of "modified implicit instruction," which integrates forced-output tasks and
multiple exposures, is presented in the studies of Kaivanpanah et al. (2021). This methodology
demonstrated that students acquire and retain words more efficiently when they actively use vocabulary
in productive environments. The "involvement load" hypothesis asserts that the greater the cognitive
engagement, the more effective lexical retention becomes; this is supported by empirical findings. This
observation aligns with Nation’s (2024) perspective that the three essential processes for promoting
vocabulary learning are noticing, repetition, and meaningful use. Academic techniques based on this
information should therefore promote the initial understanding of terms and their adaptation to natural
communicative use.
The way in which second language learners acquire vocabulary has been transformed thanks to the
implementation of technology and digital environments. Through a meta-analysis, Zhu et al. (2023)
demonstrated that extensive digital reading fosters the incidental acquisition of vocabulary, especially
if the material is graphically and semantically supported. The dual verbal and visual coding increases
long-term retention by simultaneously activating phonological and semantic memory. Similarly,
Mohammadi et al. (2024) found that mobile-assisted learning strategies enhance the expansion of
academic vocabulary by offering constant and multimodal presentation. These resources provide
learners with the possibility of incorporating, within digital environments, intuitive listening and
reading techniques together with explicit strategies such as repetition and translation exercises.
Lexical comprehension is based on cognitive processes that are linked to motivation, working memory,
and attention. According to Garcés (2023), educational communication tasks promote the incidental
acquisition of vocabulary by employing selective attention and episodic memory, which produces
lasting connections between words and their contexts. According to these results, meaningful
engagement and the use of language in real-world situations are as important for successful English
pág. 15601
learning as formal instruction. Along the same lines, Poth et al. (2024) argue that mixed research teams
integrating qualitative and quantitative methods, by linking emotional, social, and cognitive elements
during language teaching, achieve a deeper overall understanding of the educational system.
According to Nation (2024) and Lei and Lee (2022), practice and systematic review influence
vocabulary study, since the authors agree that using lexical cards, either digitally or physically,
reinforces memory due to active repetition and spaced exposure. The effectiveness of retention
increases when using digital tools that adapt and modify the review frequency according to the student’s
personal performance (Lei & Lee, 2022).
Therefore, teaching English as a foreign language requires a balanced approach that combines direct
instruction, meaningful exposure, and independent practice. Nation (2024) proposes that effective
programs must incorporate receptive and productive activities so that learners not only recognize words
but are also able to use them in various communicative contexts. Implicit strategies strengthen
naturalness and fluency, while deliberate strategies strengthen accuracy and linguistic awareness. This
complementarity is also emphasized by Kaivanpanah et al. (2021), who affirm that lexical development
depends on the interaction between planned instruction and spontaneous communicative experience.
English Language Learning as a Linguistic and Cognitive Process
The process of learning English is complex and requires linguistic, cognitive, and environmental
components. Studying lexical or grammatical structures is only one aspect of this topic; another
involves the restructuring of mental processes, concentration, and mental capacity to adjust to a new
symbolic scheme. Learning a foreign language is a holistic process that incorporates fluency,
comprehension, and production in a communicative setting (Nation, 2001). This process enables the
person to employ cognitive resources to store, retrieve, and use language information in a meaningful
way, proving that mastery of a second language depends on the learner's ability to process information
and create knowledge from it in addition to exposure to input.
According to Roehr (2024), acquiring a second language, like English, necessitates the articulation of
both explicit and implicit knowledge mechanisms that are interdependent. While the latter encourages
verbal fluency and automatization, the former permits the cognitive control of structures and
metalinguistic knowledge.
learning as formal instruction. Along the same lines, Poth et al. (2024) argue that mixed research teams
integrating qualitative and quantitative methods, by linking emotional, social, and cognitive elements
during language teaching, achieve a deeper overall understanding of the educational system.
According to Nation (2024) and Lei and Lee (2022), practice and systematic review influence
vocabulary study, since the authors agree that using lexical cards, either digitally or physically,
reinforces memory due to active repetition and spaced exposure. The effectiveness of retention
increases when using digital tools that adapt and modify the review frequency according to the student’s
personal performance (Lei & Lee, 2022).
Therefore, teaching English as a foreign language requires a balanced approach that combines direct
instruction, meaningful exposure, and independent practice. Nation (2024) proposes that effective
programs must incorporate receptive and productive activities so that learners not only recognize words
but are also able to use them in various communicative contexts. Implicit strategies strengthen
naturalness and fluency, while deliberate strategies strengthen accuracy and linguistic awareness. This
complementarity is also emphasized by Kaivanpanah et al. (2021), who affirm that lexical development
depends on the interaction between planned instruction and spontaneous communicative experience.
English Language Learning as a Linguistic and Cognitive Process
The process of learning English is complex and requires linguistic, cognitive, and environmental
components. Studying lexical or grammatical structures is only one aspect of this topic; another
involves the restructuring of mental processes, concentration, and mental capacity to adjust to a new
symbolic scheme. Learning a foreign language is a holistic process that incorporates fluency,
comprehension, and production in a communicative setting (Nation, 2001). This process enables the
person to employ cognitive resources to store, retrieve, and use language information in a meaningful
way, proving that mastery of a second language depends on the learner's ability to process information
and create knowledge from it in addition to exposure to input.
According to Roehr (2024), acquiring a second language, like English, necessitates the articulation of
both explicit and implicit knowledge mechanisms that are interdependent. While the latter encourages
verbal fluency and automatization, the former permits the cognitive control of structures and
metalinguistic knowledge.
pág. 15602
This junction of the two forms of knowledge is the foundation of cognitive and linguistic ability.
According to this perspective, learning English lies in creating conceptual networks in long-term
memory that facilitate understanding and developing communication, not merely memorizing
vocabulary or rules.
Theories that emphasize attention and working memory functions, such as information processing, have
proven to be the ones that have most established the cognitive dimension of second language learning.
Kaivanpanah et al. (2021) highlight that cognitive concentration and the degree of cognitive
engagement can determine the effectiveness of learning, particularly when tasks are related to direct
instruction and involve meaningful exposure. This information aligns with the conclusions of Garcés
(2023), who states that communicative tasks combining reading, reflection, and production promote
vocabulary retention, as students connect vocabulary with contextual experiences in specific situations.
Thus, learning English is presented as a dynamic process involving inference, attention, and feedback,
where linguistic awareness is developed through practice.
Integrative techniques have been used to redefine the elements of English educational practice. Form,
meaning, fluency, and communicative use must all be addressed at the same time, according to Nation
(2024). Form guarantees correctness, meaning offers semantic understanding, and fluency permits
impromptu communication. These aspects work in tandem with one another. Zeng et al. (2025) assert
that while digital platforms and mobile resources increase language availability and strengthen
continuous exposure to linguistic input, the efficacy of linguistic training depends on integrating
techniques that address structural, affective, and technological factors. According to Mohammadi et al.
(2024), mobile learning improves academic vocabulary acquisition by combining textual, visual, and
auditory modalities that simultaneously engage several cognitive channels.
Learning English as a foreign language is aided by an awareness of the mental processes involved in
lexical and grammatical learning. According to Zhu et al. (2023), reading extensively online improves
dual coding because it combines spoken and visual cues, which helps people remember information
and apply it to new situations. This phenomenon is explained by learners' ability to recognize and
automatize verbal patterns due to the activation of semantic and procedural memory.
This junction of the two forms of knowledge is the foundation of cognitive and linguistic ability.
According to this perspective, learning English lies in creating conceptual networks in long-term
memory that facilitate understanding and developing communication, not merely memorizing
vocabulary or rules.
Theories that emphasize attention and working memory functions, such as information processing, have
proven to be the ones that have most established the cognitive dimension of second language learning.
Kaivanpanah et al. (2021) highlight that cognitive concentration and the degree of cognitive
engagement can determine the effectiveness of learning, particularly when tasks are related to direct
instruction and involve meaningful exposure. This information aligns with the conclusions of Garcés
(2023), who states that communicative tasks combining reading, reflection, and production promote
vocabulary retention, as students connect vocabulary with contextual experiences in specific situations.
Thus, learning English is presented as a dynamic process involving inference, attention, and feedback,
where linguistic awareness is developed through practice.
Integrative techniques have been used to redefine the elements of English educational practice. Form,
meaning, fluency, and communicative use must all be addressed at the same time, according to Nation
(2024). Form guarantees correctness, meaning offers semantic understanding, and fluency permits
impromptu communication. These aspects work in tandem with one another. Zeng et al. (2025) assert
that while digital platforms and mobile resources increase language availability and strengthen
continuous exposure to linguistic input, the efficacy of linguistic training depends on integrating
techniques that address structural, affective, and technological factors. According to Mohammadi et al.
(2024), mobile learning improves academic vocabulary acquisition by combining textual, visual, and
auditory modalities that simultaneously engage several cognitive channels.
Learning English as a foreign language is aided by an awareness of the mental processes involved in
lexical and grammatical learning. According to Zhu et al. (2023), reading extensively online improves
dual coding because it combines spoken and visual cues, which helps people remember information
and apply it to new situations. This phenomenon is explained by learners' ability to recognize and
automatize verbal patterns due to the activation of semantic and procedural memory.
pág. 15603
Similarly, Lei and Lee (2022) show that vocabulary consolidation through distributed practice a
technique that helps move from conscious to automated knowledge is strengthened by educational
practice using lexical cards and spaced repetition.
Both social and personal factors impact the formative experience of learning English. According to
Nation (2024), some of the characteristics that affect learning effectiveness are motivation, exposure,
and frequent use. When observing the application of the CLIL approach in Ecuador, Barre and
Villafuerte (2021) offer a Latin American perspective and demonstrate how the combination of
language and content enhances communicative skills and subject knowledge. This concept supports the
idea that the cognitive and social processes that give meaning to language use should be included in
second language learning. Along the same lines, Poth et al. (2024) argue that when a variety of
methodological techniques are integrated within a collaborative environment, students can connect
cognitive experiences with the resolution of real communicative problems; this integration fosters
appropriate progress in their learning.
Cognitive functions such as attention, memory, perception, and the systematic organization of
information are involved in learning English. In order to transform declarative information into
procedural knowledge, learners must learn to identify linguistic regularities, which requires feedback,
practice, and automatization, according to Roehr (2024). Consequently, Kaivanpanah et al. (2021) show
that active student participation, preferably through written or oral production tasks, results in better
memory of the acquired content. According to Tahir et al. (2020), students who participated in explicit
training programs that included visual and reflective exercises experienced a significant improvement
in their communicative skills. This indicates that deliberate vocabulary learning promotes the cognitive
reorganization required for linguistic competence.
It is not necessary to limit the assessment of English learning to numerical results; rather, it is essential
to also consider the quality of the cognitive processes involved. Evaluation strategies should focus on
the effective use of language, as stated by Nation (2024), taking into account the student’s ability to
apply acquired lexical and grammatical knowledge in real contexts. Lei and Lee (2024) similarly
propose incorporating adaptive digital tools that adjust practice according to the individual needs of
students.
Similarly, Lei and Lee (2022) show that vocabulary consolidation through distributed practice a
technique that helps move from conscious to automated knowledge is strengthened by educational
practice using lexical cards and spaced repetition.
Both social and personal factors impact the formative experience of learning English. According to
Nation (2024), some of the characteristics that affect learning effectiveness are motivation, exposure,
and frequent use. When observing the application of the CLIL approach in Ecuador, Barre and
Villafuerte (2021) offer a Latin American perspective and demonstrate how the combination of
language and content enhances communicative skills and subject knowledge. This concept supports the
idea that the cognitive and social processes that give meaning to language use should be included in
second language learning. Along the same lines, Poth et al. (2024) argue that when a variety of
methodological techniques are integrated within a collaborative environment, students can connect
cognitive experiences with the resolution of real communicative problems; this integration fosters
appropriate progress in their learning.
Cognitive functions such as attention, memory, perception, and the systematic organization of
information are involved in learning English. In order to transform declarative information into
procedural knowledge, learners must learn to identify linguistic regularities, which requires feedback,
practice, and automatization, according to Roehr (2024). Consequently, Kaivanpanah et al. (2021) show
that active student participation, preferably through written or oral production tasks, results in better
memory of the acquired content. According to Tahir et al. (2020), students who participated in explicit
training programs that included visual and reflective exercises experienced a significant improvement
in their communicative skills. This indicates that deliberate vocabulary learning promotes the cognitive
reorganization required for linguistic competence.
It is not necessary to limit the assessment of English learning to numerical results; rather, it is essential
to also consider the quality of the cognitive processes involved. Evaluation strategies should focus on
the effective use of language, as stated by Nation (2024), taking into account the student’s ability to
apply acquired lexical and grammatical knowledge in real contexts. Lei and Lee (2024) similarly
propose incorporating adaptive digital tools that adjust practice according to the individual needs of
students.
pág. 15604
This ensures constant progress monitoring and immediate feedback. Garcés (2023) adds that task-based
communicative assessments make it possible to evaluate not only the amount of vocabulary learned but
also the depth of understanding and the ability to use it in dynamic environments.
METHODOLOGY
This research was based on a mixed-methods approach through the combination of qualitative and
quantitative methods, which included contextual interpretation and statistical precision, allowing for
stronger inferences than those obtained by using a single approach (Sharma et al., 2023). This analysis
employed a quantitative technique to evaluate the effect of deliberate and intuitive strategies on English
vocabulary acquisition; at the same time, the qualitative component allowed for the study of how
students perceived and understood the benefit and effectiveness of these strategies. Thanks to this
integration of methods, data triangulation was achieved, which strengthened the validity of the findings.
A quasi-experimental model was used, with a pretest and a posttest applied to two groups: an
experimental group and a control group. When control over the variables determining the results is
sought but random assignment is not feasible, this strategy works best in educational settings. The
experimental group received explicit vocabulary instruction through organized exercises that
highlighted the application and form of the terms. The implicit strategy used by the control group, on
the other hand, was based on incidental exposure through English audio resources and reading. This
arrangement made it possible to evaluate the effectiveness of the two tactics in a comprehensive
educational environment by ensuring that both groups experienced similar conditions (Soleimani et al.,
2022).
The study selected 60 English students (A1–A2) from Yachay Tech University, chosen through
convenient non-probabilistic sampling. In order to maintain demographic and educational similarities,
such as language proficiency, age, and prior English courses, groups of thirty students were formed.The
choice of this type of sampling was due to the need to work with already established academic groups,
which allowed the implementation of the quasi-experimental design without modifying the natural
classroom conditions.
To compile the information, both qualitative and quantitative instruments were developed, which were
verified by specialists in English language teaching. In the quantitative field, diagnostic and outcome
This ensures constant progress monitoring and immediate feedback. Garcés (2023) adds that task-based
communicative assessments make it possible to evaluate not only the amount of vocabulary learned but
also the depth of understanding and the ability to use it in dynamic environments.
METHODOLOGY
This research was based on a mixed-methods approach through the combination of qualitative and
quantitative methods, which included contextual interpretation and statistical precision, allowing for
stronger inferences than those obtained by using a single approach (Sharma et al., 2023). This analysis
employed a quantitative technique to evaluate the effect of deliberate and intuitive strategies on English
vocabulary acquisition; at the same time, the qualitative component allowed for the study of how
students perceived and understood the benefit and effectiveness of these strategies. Thanks to this
integration of methods, data triangulation was achieved, which strengthened the validity of the findings.
A quasi-experimental model was used, with a pretest and a posttest applied to two groups: an
experimental group and a control group. When control over the variables determining the results is
sought but random assignment is not feasible, this strategy works best in educational settings. The
experimental group received explicit vocabulary instruction through organized exercises that
highlighted the application and form of the terms. The implicit strategy used by the control group, on
the other hand, was based on incidental exposure through English audio resources and reading. This
arrangement made it possible to evaluate the effectiveness of the two tactics in a comprehensive
educational environment by ensuring that both groups experienced similar conditions (Soleimani et al.,
2022).
The study selected 60 English students (A1–A2) from Yachay Tech University, chosen through
convenient non-probabilistic sampling. In order to maintain demographic and educational similarities,
such as language proficiency, age, and prior English courses, groups of thirty students were formed.The
choice of this type of sampling was due to the need to work with already established academic groups,
which allowed the implementation of the quasi-experimental design without modifying the natural
classroom conditions.
To compile the information, both qualitative and quantitative instruments were developed, which were
verified by specialists in English language teaching. In the quantitative field, diagnostic and outcome
pág. 15605
evaluations (pretest and posttest) were carried out, which were created following the current lexical
evaluation criteria. Multiple-choice, open-ended, and matching items were used in these tests to assess
receptive and productive vocabulary knowledge. Perception questionnaires with Likert scales and semi-
structured interviews with a focus group were used for the qualitative component, validated in terms of
relevance, clarity, and consistency with the study’s objectives (Sharma et al., 2023).
The procedure was divided into three essential stages. In the first stage, the pretest was administered to
both groups to establish their initial level of lexical proficiency. In the second stage, the intervention
phase, 10 ninety-minute sessions were conducted. The experimental group implemented explicit
strategies such as Vocabulary Frames, Illustrated Vocabulary, and the Frayer Model; on the other hand,
the control group worked with authentic content without receiving direct instruction. During the
sessions, systematic observations were made to collect information about students' participation and
attitudes. In the third stage, the posttest was administered, followed by individual and group interviews.
These interviews were recorded and transcribed, with the informed consent of the participants.
According to Larsen-Freeman (2023), this methodological sequence ensures the internal validity of the
study by controlling the exposure time and learning conditions.
Data tabulation was carried out at two levels. The quantitative data collected from the pre- and post-
tests were analyzed using descriptive and inferential statistics, calculating means, standard deviations,
and progress percentages. To determine the differences between the experimental and control groups
before and after the intervention, Student’s t-tests for independent and related samples were conducted,
with a significance level of 0.05. A reflexive thematic analysis was employed to collect qualitative
information from interviews and questionnaires, a technique that allows for the identification of
emerging categories and patterns of meaning within discourse (Braun & Clarke, 2023). The
comprehensive interpretation of students’ perceptions benefited from the combination of axial and open
coding in this analytical process. The coherence and interpretative consistency of the study were
strengthened by linking the quantitative and qualitative results.
The research procedure was implemented with ethical considerations in mind, including integrity,
informed consent, voluntariness, and confidentiality. The purpose, methods, and academic objectives
of the study were communicated to the participants, ensuring their voluntary participation. In
evaluations (pretest and posttest) were carried out, which were created following the current lexical
evaluation criteria. Multiple-choice, open-ended, and matching items were used in these tests to assess
receptive and productive vocabulary knowledge. Perception questionnaires with Likert scales and semi-
structured interviews with a focus group were used for the qualitative component, validated in terms of
relevance, clarity, and consistency with the study’s objectives (Sharma et al., 2023).
The procedure was divided into three essential stages. In the first stage, the pretest was administered to
both groups to establish their initial level of lexical proficiency. In the second stage, the intervention
phase, 10 ninety-minute sessions were conducted. The experimental group implemented explicit
strategies such as Vocabulary Frames, Illustrated Vocabulary, and the Frayer Model; on the other hand,
the control group worked with authentic content without receiving direct instruction. During the
sessions, systematic observations were made to collect information about students' participation and
attitudes. In the third stage, the posttest was administered, followed by individual and group interviews.
These interviews were recorded and transcribed, with the informed consent of the participants.
According to Larsen-Freeman (2023), this methodological sequence ensures the internal validity of the
study by controlling the exposure time and learning conditions.
Data tabulation was carried out at two levels. The quantitative data collected from the pre- and post-
tests were analyzed using descriptive and inferential statistics, calculating means, standard deviations,
and progress percentages. To determine the differences between the experimental and control groups
before and after the intervention, Student’s t-tests for independent and related samples were conducted,
with a significance level of 0.05. A reflexive thematic analysis was employed to collect qualitative
information from interviews and questionnaires, a technique that allows for the identification of
emerging categories and patterns of meaning within discourse (Braun & Clarke, 2023). The
comprehensive interpretation of students’ perceptions benefited from the combination of axial and open
coding in this analytical process. The coherence and interpretative consistency of the study were
strengthened by linking the quantitative and qualitative results.
The research procedure was implemented with ethical considerations in mind, including integrity,
informed consent, voluntariness, and confidentiality. The purpose, methods, and academic objectives
of the study were communicated to the participants, ensuring their voluntary participation. In
pág. 15606
accordance with the institutional guidelines of Yachay Tech, participants’ confidentiality and the
protection of personal data were maintained privately. Furthermore, the teaching method was designed
to prevent adverse consequences or interruptions in the students’ academic assessments. This ethical
procedure complies with global standards for responsible research in education (Hernández &
Mendoza, 2020).
RESULTS
The results of the control group from the intervention showed a gradual increase in vocabulary
knowledge. A difference was found between the pre-test and the post-test of 1.3 points, representing an
average of 5.2 points on the pre-test and 6.5 points on the post-test. The t-test for related samples yielded
a significant value (p = 0.041 < 0.05), suggesting that the progress was genuine despite being limited
to a superficial understanding of vocabulary. This demonstrates that although incidental exposure
helped students become somewhat familiar with new terms, it did not consolidate their ability to recall
or use them independently in social situations.
Furthermore, the reliability of the instruments was confirmed. The perceptual questionnaire and the
lexical test had Cronbach's alpha coefficients of 0.86 and 0.89, respectively, indicating sufficient
internal consistency and confirming the reliability of the study's measurements.
Table 1. Pre-test and Post-test Results of the Control Group in English Vocabulary Acquisition
Control Group Pre-test Post-test
Mean 5.2 6.5
Standar Deviation 1.6 1.4
Maximun 9.1 8.3
Minimun 0.0 2.1
Difference 1.3
P-Value 0.041
In the experimental group, a more pronounced increase was observed. The average scores rose from 6.2
to 8.0, with a gain of 1.8 points and a significant difference (p = 0.001 < 0.05). The effect size (d = 0.8)
indicates a strong impact. This demonstrates that the combination of explicit and implicit instruction
fostered vocabulary acquisition and retention to a greater extent than incidental exposure. Students
exhibited better semantic understanding and greater ability to apply the learned words in real contexts.
accordance with the institutional guidelines of Yachay Tech, participants’ confidentiality and the
protection of personal data were maintained privately. Furthermore, the teaching method was designed
to prevent adverse consequences or interruptions in the students’ academic assessments. This ethical
procedure complies with global standards for responsible research in education (Hernández &
Mendoza, 2020).
RESULTS
The results of the control group from the intervention showed a gradual increase in vocabulary
knowledge. A difference was found between the pre-test and the post-test of 1.3 points, representing an
average of 5.2 points on the pre-test and 6.5 points on the post-test. The t-test for related samples yielded
a significant value (p = 0.041 < 0.05), suggesting that the progress was genuine despite being limited
to a superficial understanding of vocabulary. This demonstrates that although incidental exposure
helped students become somewhat familiar with new terms, it did not consolidate their ability to recall
or use them independently in social situations.
Furthermore, the reliability of the instruments was confirmed. The perceptual questionnaire and the
lexical test had Cronbach's alpha coefficients of 0.86 and 0.89, respectively, indicating sufficient
internal consistency and confirming the reliability of the study's measurements.
Table 1. Pre-test and Post-test Results of the Control Group in English Vocabulary Acquisition
Control Group Pre-test Post-test
Mean 5.2 6.5
Standar Deviation 1.6 1.4
Maximun 9.1 8.3
Minimun 0.0 2.1
Difference 1.3
P-Value 0.041
In the experimental group, a more pronounced increase was observed. The average scores rose from 6.2
to 8.0, with a gain of 1.8 points and a significant difference (p = 0.001 < 0.05). The effect size (d = 0.8)
indicates a strong impact. This demonstrates that the combination of explicit and implicit instruction
fostered vocabulary acquisition and retention to a greater extent than incidental exposure. Students
exhibited better semantic understanding and greater ability to apply the learned words in real contexts.
pág. 15607
Table 2. Pre-test and Post-test Results of the Experimental Group After the Application of the
Combined Approach
Experimental Group Pre-test Post-test
Mean 6.2 8.0
Standar Deviation 1.7 1.3
Maximun 10.0 10.0
Minimum 0.0 3.3
Difference (∆) 1.8
P-Value 0.001
The comparison between both groups confirmed that the progress was substantially greater in the
experimental group. The t-test for independent samples yielded a p-value of 0.023, validating that the
mixed approach was more effective than traditional instruction. The effect size in this comparison was
moderate to high, reflecting the superiority of the combined instructional treatment over incidental
learning.
Table 3. General Comparison of Results Between the Control and Experimental Groups
Groups Pre-test Post-test Difference P-Value
Control 5.2 6.5 1.3 0.041
Experimental 6.2 8.0 1.8 0.001
Figure 1. Comparison of Pre-test and Post-test Results by Group
0
1
2
3
4
5
6
7
8
9
Pre-test Post-test
Control Experimental
Table 2. Pre-test and Post-test Results of the Experimental Group After the Application of the
Combined Approach
Experimental Group Pre-test Post-test
Mean 6.2 8.0
Standar Deviation 1.7 1.3
Maximun 10.0 10.0
Minimum 0.0 3.3
Difference (∆) 1.8
P-Value 0.001
The comparison between both groups confirmed that the progress was substantially greater in the
experimental group. The t-test for independent samples yielded a p-value of 0.023, validating that the
mixed approach was more effective than traditional instruction. The effect size in this comparison was
moderate to high, reflecting the superiority of the combined instructional treatment over incidental
learning.
Table 3. General Comparison of Results Between the Control and Experimental Groups
Groups Pre-test Post-test Difference P-Value
Control 5.2 6.5 1.3 0.041
Experimental 6.2 8.0 1.8 0.001
Figure 1. Comparison of Pre-test and Post-test Results by Group
0
1
2
3
4
5
6
7
8
9
Pre-test Post-test
Control Experimental
pág. 15608
The students in the experimental group reported a favorable view of the strategies used in the qualitative
study. Eighty-four percent of respondents stated that activities with auditory, visual, and interactive
support helped them understand and remember words; seventy-nine percent, on the other hand,
indicated that the technique improved their motivation to participate during class sessions. The recorded
observations showed a reduction in the use of automatic translators and a greater willingness to
communicate freely in English.
These findings support the notion that acquiring and retaining vocabulary are positively impacted by
explicit and semi-guided instructional strategies. According to Kaivanpanah et al. (2021), Roehr (2024),
and Nation (2024), who emphasize the importance of achieving a balance between formal instruction,
contextualization, and communicative practice to consolidate lexical learning in foreign language
environments, the experimental group demonstrated sustained improvement both in quantitative
performance and in linguistic autonomy.
DISCUSSION
The study succeeded in demonstrating that combined instruction, which merges explicit and implicit
methods, proved to be more effective in vocabulary learning and retention compared to incidental
exposure. These findings are similar to those of Liu and Reynolds (2022) and Kaivanpanah et al. (2020),
who showed that activities involving high cognitive engagement and guided production promote deeper
retention of learned vocabulary. Thus, the moderate improvement observed in the control group aligns
with the statements of Teng (2025), who describes how the type of tool and the frequency of exposure
affect lexical progress, even without direct instruction. Relating these results, it can be stated that there
is a need for a balance between conscious instruction and contextual exposure, as proposed by Nation
(2024) and Roehr (2024).
From a theoretical and practical standpoint, the results support the lexical teaching approach that
incorporates multimodal stimuli, spaced practice, and direct instruction. The use of digital flashcards,
spaced repetition exercises, and visual and interactive resources improves learners' motivation and
autonomy, according to Liu and Reynolds (2022) and Teymouri (2024). This study's findings support
the idea that blended instruction improves communicative fluency and semantic memory by reducing
The students in the experimental group reported a favorable view of the strategies used in the qualitative
study. Eighty-four percent of respondents stated that activities with auditory, visual, and interactive
support helped them understand and remember words; seventy-nine percent, on the other hand,
indicated that the technique improved their motivation to participate during class sessions. The recorded
observations showed a reduction in the use of automatic translators and a greater willingness to
communicate freely in English.
These findings support the notion that acquiring and retaining vocabulary are positively impacted by
explicit and semi-guided instructional strategies. According to Kaivanpanah et al. (2021), Roehr (2024),
and Nation (2024), who emphasize the importance of achieving a balance between formal instruction,
contextualization, and communicative practice to consolidate lexical learning in foreign language
environments, the experimental group demonstrated sustained improvement both in quantitative
performance and in linguistic autonomy.
DISCUSSION
The study succeeded in demonstrating that combined instruction, which merges explicit and implicit
methods, proved to be more effective in vocabulary learning and retention compared to incidental
exposure. These findings are similar to those of Liu and Reynolds (2022) and Kaivanpanah et al. (2020),
who showed that activities involving high cognitive engagement and guided production promote deeper
retention of learned vocabulary. Thus, the moderate improvement observed in the control group aligns
with the statements of Teng (2025), who describes how the type of tool and the frequency of exposure
affect lexical progress, even without direct instruction. Relating these results, it can be stated that there
is a need for a balance between conscious instruction and contextual exposure, as proposed by Nation
(2024) and Roehr (2024).
From a theoretical and practical standpoint, the results support the lexical teaching approach that
incorporates multimodal stimuli, spaced practice, and direct instruction. The use of digital flashcards,
spaced repetition exercises, and visual and interactive resources improves learners' motivation and
autonomy, according to Liu and Reynolds (2022) and Teymouri (2024). This study's findings support
the idea that blended instruction improves communicative fluency and semantic memory by reducing
pág. 15609
the use of automatic translators and increasing oral involvement, which both suggest a more meaningful
internalization of vocabulary.
However, the study presents certain methodological limitations. The use of non-probabilistic
convenience sampling restricts the generalization of results, and the absence of longitudinal follow-up
prevents the determination of long-term learning retention. Moreover, students’ performance may have
been influenced by contextual conditions such as academic workload and disparities in access to
technological resources, as noted by Teng (2025), who warns about variations in exposure to input and
comprehension conditions.
It is proposed that future studies increase the sample size and implement delayed post-tests to analyze
long-term lexical retention. The use of mobile-assisted learning tools and exercises with high cognitive
involvement would also be relevant, incorporating both conscious and intuitive techniques across
different CEFR levels. These lines of research will contribute to the development of evidence-based
pedagogical strategies that enhance vocabulary development and communicative ability in
environments where English is being learned as a second language.
CONCLUSION
The present research revealed that the integrated approach, which combines formal and experiential
strategies for the practice and memorization of English vocabulary, is more effective than incidental
exposure. Regarding the lexical performance and communicative autonomy of the experimental group,
it was determined that both increased significantly, supporting the idea that contextualized activities,
together with direct instruction, promote a functional understanding and use of language. The
theoretical assertion that language comprehension requires achieving a balance between conscious
knowledge and instinctive communicative experience is supported by these data.
From a pedagogical standpoint, the study strengthens the significance of combining implicit strategies
that promote ongoing exposure to the language through reading, listening, and interactive activities with
explicit practices like the use of visual models, guided exercises, and direct feedback. This strategy
helps to improve students' autonomy, motivation, and active engagement all of which are critical
elements of meaningful learning. Similarly, it has been demonstrated that using digital flashcards and
mobile platforms is a useful way to support spaced practice and long-term lexical retention.
the use of automatic translators and increasing oral involvement, which both suggest a more meaningful
internalization of vocabulary.
However, the study presents certain methodological limitations. The use of non-probabilistic
convenience sampling restricts the generalization of results, and the absence of longitudinal follow-up
prevents the determination of long-term learning retention. Moreover, students’ performance may have
been influenced by contextual conditions such as academic workload and disparities in access to
technological resources, as noted by Teng (2025), who warns about variations in exposure to input and
comprehension conditions.
It is proposed that future studies increase the sample size and implement delayed post-tests to analyze
long-term lexical retention. The use of mobile-assisted learning tools and exercises with high cognitive
involvement would also be relevant, incorporating both conscious and intuitive techniques across
different CEFR levels. These lines of research will contribute to the development of evidence-based
pedagogical strategies that enhance vocabulary development and communicative ability in
environments where English is being learned as a second language.
CONCLUSION
The present research revealed that the integrated approach, which combines formal and experiential
strategies for the practice and memorization of English vocabulary, is more effective than incidental
exposure. Regarding the lexical performance and communicative autonomy of the experimental group,
it was determined that both increased significantly, supporting the idea that contextualized activities,
together with direct instruction, promote a functional understanding and use of language. The
theoretical assertion that language comprehension requires achieving a balance between conscious
knowledge and instinctive communicative experience is supported by these data.
From a pedagogical standpoint, the study strengthens the significance of combining implicit strategies
that promote ongoing exposure to the language through reading, listening, and interactive activities with
explicit practices like the use of visual models, guided exercises, and direct feedback. This strategy
helps to improve students' autonomy, motivation, and active engagement all of which are critical
elements of meaningful learning. Similarly, it has been demonstrated that using digital flashcards and
mobile platforms is a useful way to support spaced practice and long-term lexical retention.
pág. 15610
Its effectiveness is contrasted by the statistical reliability of the instruments used and the consistency of
the quantitative and qualitative results. Nevertheless, it is acknowledged that the sample size and the
duration of the experiment create a limitation regarding the extent to which the results can be
generalized. With a focus on the initial levels (A1–A2), where vocabulary building is essential for the
progress of learning a new language, the results still provide solid empirical support that can guide the
development of new methodological strategies for teaching English in academic contexts.
In conclusion, this study confirms the need of supporting vocabulary training based on the fusion of
direct and indirect approaches, in line with the requirements of learning English as a second language.
Its use in the classroom promotes the growth of students' motivation, autonomy, and communicative
skill in addition to lexical acquisition. These findings provide a strong basis for future research and
innovative teaching methods in the field of applied linguistics, and they provide a substantial
contribution to the improvement of pedagogical practices in English instruction.
BIBLIOGRAPHIC REFERENCES
Al-Homoud, F. (2019). Explicit Teaching and Incidental Learning of Vocabulary: Where Is the
Pendulum Swinging to? International Journal of English Linguistics, 9(6), p445.
https://doi.org/10.5539/ijel.v9n6p445
Barre, P., & Villafuerte-Holguin, J. (2021). English as a foreign language instruction in Ecuador:
Implementation of the Content and Language Integrated-Learning during 2019-2021. English
Language Teaching Educational Journal, 4(2), 99-112.
https://doi.org/10.12928/eltej.v4i2.4295
Braun, V., & Clarke, V. (2023). Thematic analysis. En APA handbook of research methods in
psychology: Research designs: Quantitative, qualitative, neuropsychological, and biological,
Vol. 2, 2nd ed (pp. 65-81). American Psychological Association.
https://doi.org/10.1037/0000319-004
Garcés-Manzanera, A. (2023). Incidental Vocabulary Learning and Retention in Education-oriented L2
Communicative Tasks. Miscelánea: A Journal of English and American Studies, 67, 15-40.
https://doi.org/10.26754/ojs_misc/mj.20236858
Its effectiveness is contrasted by the statistical reliability of the instruments used and the consistency of
the quantitative and qualitative results. Nevertheless, it is acknowledged that the sample size and the
duration of the experiment create a limitation regarding the extent to which the results can be
generalized. With a focus on the initial levels (A1–A2), where vocabulary building is essential for the
progress of learning a new language, the results still provide solid empirical support that can guide the
development of new methodological strategies for teaching English in academic contexts.
In conclusion, this study confirms the need of supporting vocabulary training based on the fusion of
direct and indirect approaches, in line with the requirements of learning English as a second language.
Its use in the classroom promotes the growth of students' motivation, autonomy, and communicative
skill in addition to lexical acquisition. These findings provide a strong basis for future research and
innovative teaching methods in the field of applied linguistics, and they provide a substantial
contribution to the improvement of pedagogical practices in English instruction.
BIBLIOGRAPHIC REFERENCES
Al-Homoud, F. (2019). Explicit Teaching and Incidental Learning of Vocabulary: Where Is the
Pendulum Swinging to? International Journal of English Linguistics, 9(6), p445.
https://doi.org/10.5539/ijel.v9n6p445
Barre, P., & Villafuerte-Holguin, J. (2021). English as a foreign language instruction in Ecuador:
Implementation of the Content and Language Integrated-Learning during 2019-2021. English
Language Teaching Educational Journal, 4(2), 99-112.
https://doi.org/10.12928/eltej.v4i2.4295
Braun, V., & Clarke, V. (2023). Thematic analysis. En APA handbook of research methods in
psychology: Research designs: Quantitative, qualitative, neuropsychological, and biological,
Vol. 2, 2nd ed (pp. 65-81). American Psychological Association.
https://doi.org/10.1037/0000319-004
Garcés-Manzanera, A. (2023). Incidental Vocabulary Learning and Retention in Education-oriented L2
Communicative Tasks. Miscelánea: A Journal of English and American Studies, 67, 15-40.
https://doi.org/10.26754/ojs_misc/mj.20236858
pág. 15611
Hernández-Sampieri, R., & Mendoza, C. (2020). Metodología de la investigación: Las rutas
cuantitativa, cualitativa y mixta. Mcgraw-hill México.
https://www.academia.edu/download/64312353/Investigacion_Rutas_cualitativa_y_cuantitati
va.pdf
Kaivanpanah, S., Akbarian, I., haaq, & Salimi, H. (2021). The Effect of Explicit, Implicit, and Modified-
Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention. Iranian Journal of
Language Teaching Research, 9(2), 129-146. https://doi.org/10.30466/ijltr.2021.121049
Larsen-Freeman, D. (2023). Complex dynamic systems theory: A webinar with Diane Larsen-Freeman.
Language Teaching, 56(3), 402-419. https://doi.org/10.1017/S0261444822000362
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Context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851812
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https://link.springer.com/article/10.1007/s10639-023-11969-1