CONCLUSION
It is evident that a great need exists for more experimental and quasi-experimental studies
on pedagogical approaches in enhancing ELLs’ vocabulary knowledge. Future research that
explores the impact of cultural, linguistic, literacy, and socio-economic factors on vocabulary
learning among ELLs will also extend the knowledge base in this area. In addition, efficacious
methods in vocabulary measurement and assessment also constitute an important research area.
Similarly, studies that integrate multiple components of vocabulary learning will yield more
authentic results.
Vocabulary knowledge plays a crucial role in closing ELLs’ literacy achievement gap.
Teachers need to cultivate vocabulary growth in ELLs through a language and word enriching
environment as well as engaging and interesting instruction in vocabulary words and wordlearning strategies. It is also important to develop a classroom community that cultivates and
promotes word consciousness so that ELLs are excited and motivated to learn new words and
use them in effective and meaningful ways.