Learning vocabulary is one of the most important and corresponding obstacles that learners confront when learning a second language (L2). In numerous territories, vocabulary learning is considered as the key basis for acquisition of English language as an L2 in which inadequate vocabulary knowledge often led to complications while learning an L2. Hence, this review examined 31 empirical studies on VLS within L2 dimension across the globe through four phases: identification, screening, eligibility and inclusion. Symbolically, this review also discusses on Schmitt's VLS that has been adapted into recent studies. The purpose of this review is to analyse and recommend approachable practices of VLS for L2 learners in order to acquire vocabulary effectively. Rather than looking for the best strategies that give the best outcomes, this review contends that the task, the learner as well as learning contexts all contribute to the choices, use, and efficacy of VLS in a L2 setting.
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Chiew et al. (2021) studied this question.