The Impact of Content-Based Instruction on EFL Learners

Vocabulary is considered the fundamental aspect in learning a foreign language, serving as the crucial starting point for achieving proficiency. However, the process of vocabulary learning encompasses various intricate skills, namely vocabulary acquisition, retention, and transfer. It is widely acknowledged that vocabulary instruction holds significant importance in language classes since it facilitates language comprehension and expression for learners. Nonetheless, accomplishing successful vocabulary learning proves to be challenging as students must be motivated, actively engage in vocabulary instruction, and meet prescribed vocabulary learning standards.

Gass emphasizes the vital role of vocabulary in language learning, stating that acquiring a second language entails acquiring its vocabulary. Similarly, Folse acknowledges the importance of vocabulary in language learning, a view supported by both research and experience. Hunt and Beglar assert that the lexicon is at the core of language comprehension and use. McCarthy argues that no matter how well grammar is learned or how proficient the pronunciation is, effective communication in a second language is impossible without a wide range of words to express various meanings.

Sadeghi and Nobakht suggest that there are various strategies and techniques that can be employed to teach and help students retain new vocabulary items. Numerous studies have examined the impact of different methods on vocabulary learning. Zimmerman argues that combining reading with interactive vocabulary instruction can significantly enhance vocabulary acquisition. Furthermore, beyond a certain level of language proficiency, most words are learned incidentally rather than through direct instruction. Nation highlights the effectiveness of incidental vocabulary learning activities such as role play, ranking, and retelling.

One important area of research in vocabulary acquisition is examining the efficiency of implicit and explicit vocabulary learning, identifying effective strategies for implicit learning, and understanding the implications of research findings for vocabulary teaching in classrooms. While a limited number of studies have explored this topic…

Several efforts have been made to find more practical and effective approaches to teaching and learning vocabulary. While there have been numerous studies on implicit and explicit vocabulary instruction, comprehension, retention, and the use of different types of glosses, none have compared implicit and explicit instruction in a content-based context over both short and long periods of time to investigate immediate and delayed retention of content vocabulary among Iraqi English as a foreign language learners. This study aims to determine which mode of instruction, implicit or explicit, leads to better and longer retention of content vocabulary in a content-based instruction context.

In Iraq, instructors commonly employ various methods and techniques during classroom activities to actively engage students in vocabulary learning. The teaching approach holds significant importance in English language classes. Researchers have recognized vocabulary as the essential foundation for language acquisition and reading comprehension. Typically, students are expected to learn and memorize vocabulary lists to enhance their knowledge and apply it to understanding passages. Many Iraqi students face challenges in understanding passages containing unfamiliar words, which hinders their comprehension. In such cases, teachers should offer key instructions to aid students in deciphering the meaning of unknown words. Additionally, students often express frustration over forgetting vocabulary shortly after learning it. Therefore, it is crucial to discover effective strategies that help these students achieve proficiency in the classroom. The debate on whether implicit or explicit instruction promotes second language acquisition has been ongoing for a long time