The Effectiveness of Task-Based Language Teaching on Vocabulary Acquisition and Retention in EFL Contexts: A Systematic Review

Authors

  • Bessma Hamama Ph.D. Candidate, Literature, Arts and Pedagogical Engineering Research Laboratory, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco
  • Hind Brigui Associate Professor of Applied Linguistics and TEFL, Department of English Studies, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco

DOI:

https://doi.org/10.32996/ijllt.2026.9.3.3

Keywords:

Vocabulary knowledge is central to EFL proficiency and academic success. Task-Based Language Teaching (TBLT) has been proposed as an effective approach to enhancing vocabulary acquisition and retention, yet its efficacy varies across contexts. This systematic review synthesizes empirical studies published between 2000 and 2025 to examine how TBLT impacts vocabulary learning in EFL settings, including Moroccan universities. Following PRISMA guidelines, the review identifies effective instructional strategies, highlights limitations, and provides pedagogical recommendations. Findings indicate that task-based, contextualized, and strategy-oriented instruction consistently improves vocabulary retention and meaningful use, while isolated or rote-based methods are insufficient. The study underscores the importance of integrated, research-informed models for higher education EFL instruction

Abstract

Vocabulary knowledge is central to EFL proficiency and academic success. Task-Based Language Teaching (TBLT) has been proposed as an effective approach to enhancing vocabulary acquisition and retention, yet its efficacy varies across contexts. This systematic review synthesizes empirical studies published between 2000 and 2025 to examine how TBLT impacts vocabulary learning in EFL settings, including Moroccan universities. Following PRISMA guidelines, the review identifies effective instructional strategies, highlights limitations, and provides pedagogical recommendations. Findings indicate that task-based, contextualized, and strategy-oriented instruction consistently improves vocabulary retention and meaningful use, while isolated or rote-based methods are insufficient. The study underscores the importance of integrated, research-informed models for higher education EFL instruction. 

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Published

2026-02-25

Issue

Vol. 9 No. 3

Section

Research Article

License

Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Bessma Hamama, & Hind Brigui. (2026). The Effectiveness of Task-Based Language Teaching on Vocabulary Acquisition and Retention in EFL Contexts: A Systematic Review. International Journal of Linguistics, Literature and Translation, 9(3), 19-25. https://doi.org/10.32996/ijllt.2026.9.3.3