Scope, Strengths and Limitations of EFL Vocabulary Research in Iraq: A Country in Focus

Abstract

Examining previous research plays a crucial role in informing policy decisions, educational policies, and researchers about present conditions and future endeavours. While the landscape of English as a Foreign Language (EFL) vocabulary research in Iraq remains largely unexplored, this study undertakes a systematic review of existing research to delineate its scope, strengths, and limitations. An analysis of 24 studies meeting established criteria is categorized into four research strands: (1) vocabulary learning enhancement, (2) vocabulary learning strategies, (3) evaluation of vocabulary teaching techniques, and (4) vocabulary learning achievement. Each strand is examined for its characteristics, research designs, strengths, and limitations. Findings reveal that while research in the first strand meets sampling requirements, it often lacks educational foundations, fails to track actual usage, employs inadequate effectiveness measurements, exhibits questionable learning outcomes, faces uncontrollable variables, and raises concerns about applicability. Studies in the second strand primarily target university students, sometimes overlook sampling requirements, and neglect participants’ backgrounds and personal variables. Research in the third strand adequately recruits participants but focuses solely on pre-university education, with gaps in research design regarding treatment duration. Studies in the fourth strand exhibit shortcomings in achievement measurement methods. Recommendations and suggestions for future research, derived from this systematic review, aim to address identified gaps and enhance the quality of EFL vocabulary research in Iraq.