Exploring ESL Learners’ Experiences of Implicit Vocabulary Instruction and Its Role in Vocabulary Acquisition
A Qualitative Study
Keywords:
vocabulary acquisition, implicit vocabulary instruction, incidental learning, contextual reading, qualitative research, ESL learnersAbstract
Vocabulary is central to second-language learning; however, explicit instruction and rote memorization continue to dominate many ESL classrooms in Pakistan. This qualitative study explored intermediate-level ESL learners’ experiences of implicit vocabulary instruction and examined how contextual reading, incidental exposure, inferencing, and collaborative meaning-making contributed to vocabulary acquisition. Forty intermediate ESL learners—20 male and 20 female—were selected through purposive sampling. Data were collected through semi-structured interviews lasting 30–45 minutes and analyzed thematically. Five themes emerged: (1) increased word awareness and inferencing ability through engagement with texts; (2) greater confidence in independent reading; (3) collaborative meaning-making as pedagogical scaffolding; (4) persistent difficulty interpreting complex or ambiguous contexts; and (5) the influence of examination culture on vocabulary-learning strategies. The findings indicate that implicit vocabulary instruction can support lexical processing, retention, reading confidence, and learner autonomy, but its effectiveness depends on appropriate text selection, learners’ proficiency, repeated exposure, and teacher support. The study contributes a learner-centered perspective to vocabulary pedagogy in Pakistan and recommends integrating implicit and explicit instruction within an assessment system that rewards meaningful language use.
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