This systematic review and PRISMA-based analysis examines the effects of vocabulary development strategies on the speaking skills of senior high school learners in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts between 2020 and 2025. Speaking proficiency is widely recognized as a multidimensional construct that includes fluency, grammatical accuracy, pronunciation, and vocabulary use, with lexical competence serving as a fundamental component of effective oral communication (Utami et al., 2025). Despite learners demonstrating strong receptive vocabulary knowledge, several studies report persistent difficulties in transferring lexical knowledge into fluent and intelligible spoken communication (Enobio & Palma, 2025). This review therefore aims to synthesize empirical evidence regarding how vocabulary development strategies influence speaking performance, identify the most frequently applied instructional approaches, and examine contextual factors affecting their effectiveness.
Following the PRISMA 2020 framework for systematic reviews, data were collected from major academic databases, including Google Scholar, ERIC, Scopus, and ScienceDirect. An initial pool of approximately 600 studies was identified, and after duplicate removal, screening, and eligibility assessment, 30 empirical studies met the inclusion criteria. The selected studies employed experimental, quasi-experimental, survey, and mixed-method research designs to examine the relationship between vocabulary instruction and speaking development. The review categorized vocabulary development strategies into four major types: cognitive, metacognitive, memory-based, and technology-mediated approaches.
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- Marwin Saplagio (Autor), 2026, Vocabulary Development Strategies and their Effects on Speaking Skills of Senior High School Learners, Múnich, GRIN Verlag, https://www.grin.com/document/1719397
