Abstract
The efficacy of vocabulary consciousness-raising activities, reflective thinking, and personal best goals in improving English as a Foreign Language (EFL) learners' vocabulary development and learning experiences in both online and conventional classroom environments is examined in this study. Two intact classes of lower-intermediate EFL students from a Saudi Arabian university participated in the study. A mixed-methods approach combined quantitative data of vocabulary test results with qualitative study of learners' experiences using narrative frames and semi-structured interviews. In the experimental group, vocabulary consciousness-raising tasks notably enhanced vocabulary learning and retention above the control group. Students in the experimental group also displayed improved introspective thought and motivation toward reaching their personal best goals. The results highlight how well these pedagogical approaches might enhance language acquisition opportunities and guide teaching in many different learning environments. By providing data regarding the success of vocabulary consciousness-raising activities and associated cognitive strategies in language education, this study adds to the body of knowledge already in use.
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