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Bakhtiyarzadeh H, Ismail K, Bakhtiyarzadeh S. Critical Reading between The Lines: Incidental Vocabulary Learning in Iranian High School Students in Malaysian ESL Context. JCALS 2024; 1 (2) : 6
URL: http://cals.gonbad.ac.ir/article-1-48-en.html

This study investigates the impact of incidental vocabulary learning on Iranian high school students in a Malaysian ESL context, contrasting it with their experiences in an Iranian EFL environment. Vocabulary acquisition is pivotal in language learning, yet traditional methods often rely on intentional strategies like rote memorization. This research adopts a qualitative approach, utilizing the involvement load hypothesis to explore how incidental learning—occurring naturally through reading, listening, and engaging in conversations—affects vocabulary knowledge and communication skills. Through questionnaires and interviews, the study examines three key areas: the enhancement of vocabulary knowledge through incidental learning, its effect on communication abilities, and the challenges of intentional vocabulary acquisition. Findings reveal that incidental learning significantly boosts vocabulary retention and communicative competence, offering a more effective and engaging alternative to traditional methods. There were some challenges associated with intentional vocabulary learning, including issues of retention, motivation, and practical application, further which underscore the need for a balanced approach to vocabulary instruction. By integrating the strengths of both incidental and intentional learning strategies, language educators can create more effective and engaging learning experiences that support learners in developing a robust, functional vocabulary. The study’s insights have practical implications for educators and curriculum designers, suggesting that integrating incidental learning opportunities into language programs can better support   learners in achieving linguistic proficiency. This research contributes to the ongoing discourse on language acquisition, emphasizing the need for more dynamic and contextualized vocabulary learning strategies in ESL settings.