Abstract:
The present study is the result of the application of a vocabulary
instructional programme that takes into account the factors affecting
vocabulary growth in the English as a foreign language (EFL) context.
The programme is designed to address quality, quantity, and strategy
dimensions of vocabulary learning and teaching. Drawing upon research and evidence–based teaching practice, the author seeks to develop a comprehensive framework for providing effective and efficient vocabulary instruction in the EFL university classroom. The author maintains that the suggested framework, judging by the experimental data obtained, is likely to work well at any level of teaching
English to university students and can be used to improve the quality
of vocabulary instruction in the EFL university context.
