IMPROVING VOCABULARY TEACHING METHODOLOGY IN EFL THROUGH MATERIALS ADAPTATION AND DEVELOPMENT: PROBLEMS AND PRACTICAL SOLUTIONS

This paper addresses common methodological problems in teaching vocabulary to speakers of other languages, particularly in mixed-ability pre-intermediate EFL classrooms. The study focuses on a cohort of Year 1 university students majoring in English, who demonstrated limited productive vocabulary, low speaking confidence, and overreliance on translation despite prior exposure to communicative language teaching. To respond to these challenges, a set of adapted and newly developed materials was implemented, including coursebook adaptation, skills integrated tasks, and computer-assisted language learning (CALL) activities. Using classroom- based qualitative observation and analysis of learner output, the paper reports increased learner engagement, improved use of collocations, and greater willingness to participate in speaking tasks. The findings suggest that context-sensitive materials development, combined with scaffolded interaction and digital tools, can offer effective methodological solutions to persistent vocabulary learning problems in EFL contexts.

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