Bridging the Vocabulary Gap: The Role of Experiential Learning in EFL University Students’ Lexical Deficits

Abstract Book of the 10th World Conference on Future of Education

Year: 2026

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Bridging the Vocabulary Gap: The Role of Experiential Learning in EFL University Students’ Lexical Deficits

Atimade Chankob

ABSTRACT:

This study examines the impact of experiential learning (EL) on university students’ vocabulary deficits. Drawing on Kolb’s Experiential Learning Cycle, the study explores how learning through concrete experience, reflective observation, abstract conceptualization, and active experimentation supports vocabulary development. Guided by three research questions, the study investigates the effectiveness of EL in enhancing vocabulary knowledge, the durability of these effects over time, and students’ perceptions of EL-based instruction. A quasi-experimental design was employed involving 80 first-year Moroccan university students from L’École Supérieure de l’Éducation et de la Formation (L’ESEF), Ibn Tofail University. Data collection included a proficiency placement test, pre-test, post-test, delayed post-test, and a Likert-scale questionnaire capturing student perceptions. Quantitative analysis revealed statistically significant gains in both receptive and productive vocabulary knowledge among the experimental group, with improvements maintained over time. For example, scores in receptive derivational knowledge increased from a pre-test mean of 5.17 to 13.32 in the delayed post-test (p < .001). Conversely, the control group showed no significant improvement. Additionally, 90% of participants in the experimental group reported better vocabulary retention and learning satisfaction using the EL approach. The findings highlight the pedagogical value of experiential learning in promoting deeper, longer-lasting vocabulary acquisition. Incorporating experiential learning (EL) principles into English as a Foreign Language (EFL) instruction reorients the learning process from passive memorization toward active, contextually grounded engagement. By emphasizing shared tasks, reflection, and real-world language use, EL fosters a collaborative learning environment in which students co-construct knowledge through interaction and mutual support. This approach not only enhances linguistic competence but also cultivates learner autonomy and collective problem-solving, offering a more effective, learner-centered alternative to conventional, teacher-dominated methods.

Keywords: Experiential Learning (EL); Productive Vocabulary Knowledge; Receptive Vocabulary; Students’ Attitudes.