Vocabulary knowledge is the cornerstone of effective communication, enabling individuals to articulate thoughts, convey emotions, and engage in meaningful interactions with precision and nuance. Teachers and ESL students in Malaysia often encounter challenges when learning English as a second language vocabulary, including diverse language backgrounds, limited exposure to authentic and specific English contexts, and the need to balance vocabulary acquisition with other language skills. In the context of Malaysian primary level English education, although English is being taught every day in school with a minimum of 4 hours of interaction a week, majority of the primary school English as a second language students still face difficulties in expressing themselves verbally and in written form (Azman, 2016). Choosing the most appropriate methods in teaching and learning English vocabulary for ESL learners seems to be a big issue for educators. This is because when choosing the methods in teaching vocabulary, what is most important is ensuring that the outcome of the approach would benefit ESL learners meaningfully and that the words learned would retain for a longer period of time. One such strategy that has been studied and has been lauded to have good potential to help with ESL vocabulary development is specific word instruction (SWI). Therefore, the purpose of this review is to explore the potential of the use of specific words instructions (SWI) in improving vocabulary knowledge. This literature review encompassed previous studies conducted in relation to the use of SWI in enhancing vocabulary knowledge. This review article serves as a compendium in informing and guiding stakeholders in education, including teachers, policymakers, administrators, and parents on alternative and effective approach in enhancing vocabulary knowledge. By considering the findings from the studies reviewed, stakeholders can work collaboratively to enhance educational practices, improve student outcomes, and create a more comprehensible and inclusive learning environment for all learners especially in implementing SWI in the current teaching of English to ESL learners in Malaysia.
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