A Systematic Review of Vocabulary Teaching Approaches in Malaysia Pre-And-Post CEFR Implementation (2011–2024)

Abstract

Vocabulary is a crucial component in second language acquisition, and in Malaysia its instructional approaches have shifted significantly since the adoption of the Common European Framework of Reference for Languages (CEFR). Before CEFR, vocabulary teaching was often underemphasised and lacked standardisation, raising concerns about consistency and effectiveness across education levels. Yet, limited synthesis exists on how instructional approaches have evolved following CEFR implementation. This systematic literature review (SLR) examines vocabulary teaching practices in Malaysian secondary and tertiary contexts between 2011 and 2024, comparing trends before and after CEFR adoption. Guided by PRISMA 2020 protocols, 24 peer-reviewed articles were identified from Scopus and Web of Science. Inclusion criteria focused on open-access, English-language studies conducted in Malaysia, particularly those addressing CEFR B1/B2 learners. Findings indicate a marked methodological and pedagogical shift. Pre-CEFR studies (n=6) emphasised strategy-based approaches, including morphemic analysis and contextual guessing, with minimal integration of technology. In contrast, post-CEFR studies (n=18) show increased use of technology-mediated instruction, gamification, and explicit vocabulary teaching. Nonetheless, research remains disproportionately focused on tertiary learners, with secondary contexts underexplored. Through this systematic literature review, this study highlights the need for a framework to guide ELT teachers in Malaysia in designing meaningful vocabulary lessons with their students.