Navigating the Complexities of Vocabulary Instruction in Tertiary Education: A Strategic Approach for Effective Instruction

The present study primarily aims to analysethe complexities educators foresee in vocabulary instruction, considering the relevance of vocabulary to language teaching and learning. It uncovers the underlying roots of obstacles and provides resolutions based on the best practices in vocabulary instruction and acquisition theories. The investigation was conducted at the tertiary level, utilising quantitative and qualitative research approaches. It involved 20 English-language educators serving as research subjects. Interview questionnaires were leveraged to collect the data. The complexities faced by the specific demographic regarding vocabulary instruction were the central focus of the semi-structured interviews facilitated by a pre-established questionnaire. The key findings reveal a deficiency in effective teaching and learning resources, a rigid curricular framework, exam-centric pedagogical approaches, overreliance on the mother tongue, time-restricted courses, and inadequate professional development opportunities. Educators require ongoing assistance in enhancing their teaching methodologies and customised strategies incorporating technology, with opportunities for collaborative learning exposure. Strategised and context-sensitive solutions that address significant obstacles, leverage institutionalsupport, and promote active student engagement are necessary for educators to navigate these complexities successfully. The study recommends the creation of accessible, digitalised, and context-specific materials by integrating language games and activities in the classroom. Furthermore, constant management support is necessary to overcome the challenges in enhancing the impact of vocabulary instruction