Enhancing English Language Learning: Implicit and Explicit Vocabulary Strategies

Resumen

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.