Psychological and Contextual Factors in English Vocabulary Learning

Authors

  • Yuwei He School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China
  • Rong Wang School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China
  • Ting Wang School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China
  • Suyi Duan School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China

DOI:

https://doi.org/10.5281/zenodo.16626044

Keywords:

Vocabulary Learning, Attention Stability, Learning Pace

Abstract

This paper synthesizes research on English vocabulary learning, emphasizing the roles of psychological factors (e.g., attention stability, motivation), contextual influences (e.g., multimedia, gamification), and technological interventions (e.g., digital tools, AI). Findings highlight the interplay of learning pace, cognitive engagement, and strategic behaviors in optimizing vocabulary acquisition. Future directions suggest integrating neurocognitive methods and adaptive technologies to personalize learning. The study underscores the need for multifaceted approaches to enhance vocabulary outcomes across diverse learners.

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Published

2025-06-28

How to Cite

He, Y., Wang, R., Wang, T., & Duan, S. (2025). Psychological and Contextual Factors in English Vocabulary Learning. Journal of Theory and Practice in Education and Innovation, 2(3), 33–38. https://doi.org/10.5281/zenodo.16626044

Issue

Vol. 2 No. 3 (2025)

Section

Articles

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Copyright (c) 2025 Yuwei He, Rong Wang, Ting Wang, Suyi Duan

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.