Vocabulary Acquisition in Young EFL Learners: A Thematic Review of Strategies, Media, and Outcomes

The purpose of this paper is to provide an overview of research on vocabulary learning among Young EFL learners. Through detailed thematic analysis, we systematically reviewed eleven (published between 2018 and 2025) peer-reviewed articles. We searched the leading academic databases using pre-established inclusion and exclusion criteria for studies related to young learners, vocabulary teaching and learning, and empirical work. Three recurring themes emerged from the findings: methods of instruction, learning materials and tools, and student performance. Findings indicate that interactive strategies, such as storytelling, realia, game-based activities, and tech-based tools (e.g., Quizizz and Wordwall), enhance student vocabulary learning, retention, and motivation. Hybrid models of traditional instruction blended with technology-based learning also support short-term gains and long-term retention when the content is both culturally relevant and developmentally appropriate. The thematic synthesis has implications for practitioners and policymakers in education who seek empirically supported principles to inform the improvement of vocabulary teaching in young EFL contexts.