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Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp.378-399
School of Foreign Studies
Northwestern Polytechnical University
In the past five decades, a significant amount of research has focused on strategies for vocabulary learning, given its crucial role in language acquisition. This study utilized CiteSpace to systematically review 340 studies on strategies for vocabulary learning from 1971 (when they were first indexed) to 2024, in the Social Sciences Citation Index and the Arts & Humanities Citation Index collection. The review focused on three aspects: development stages, key scholarly foundations, and main research streams. The findings reveal that the field of strategies for vocabulary learning research has undergone four distinct phases of development: the embryonic stage (1971-1990), the growth stage (1991-2005), the expansion stage (2006-2015), and the rapid development stage (2016-2024). Notably, there has been a substantial increase in annual publications, particularly since 2006, which can be attributed to the prolific publication of scholarly monographs and the impact of modern technology. The primary focus of strategies for vocabulary learning research lies in motivational belief, mobile technology, and digital game-based learning, with meta-analysis serving as an important research methodology. Furthermore, the findings highlight the interdisciplinary nature of vocabulary learning strategies, with contributions from computer science, psychology, and education.
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Dr. Xuan Wang is currently Associate Professor at the School of Foreign Studies, Northwestern Polytechnical University, China. She completed her PhD from the University of Sydney in 2018 and her research interest is second language vocabulary development, language testing and teaching, and language policy and planning. ORCID: https://orcid.org/0000-0002-5741-0065
Ms. Xinyi Shen is a postgraduate research student in applied linguistics at School of Foreign Studies, Northwestern Polytechnical University. Her areas of interest include curriculum development, language pedagogy, and tacit knowledge in education.
ORCID: https://orcid.org/0000-0002-9111-1819
Ms. Feiyu Liu is an undergraduate student in English major at School of Foreign Studies, Northwestern Polytechnical University. Her research interests are applied linguistics, Teaching English to Speakers of Other Languages (TESOL).
ORCID: https://orcid.org/ 0000-0001-5052-7626