<![CDATA[Vocabulary knowledge is fundamental to English as a Foreign Language (EFL) proficiency, yet improving learners' vocabulary remains a persistent challenge. This study systematically synthesizes contemporary instructional approaches and technologies used to improve vocabulary in EFL contexts between 2016 and 2026. Following the PRISMA 2020 guidelines, studies were identified through a systematic search of the Scopus database and screened using predefined eligibility criteria. A total of 57 empirical studies met the inclusion criteria and were analyzed using comparative narrative synthesis. The review examined instructional approaches, technology use, learning outcomes, and emerging research trends. Technology-supported approaches, particularly mobile-assisted language learning, artificial intelligence (AI), digital flashcards, and computer-assisted language learning, were the most frequently investigated interventions. Among the included studies, 26 reported significant improvements in vocabulary outcomes, 11 reported mixed findings, and 20 reported non-significant results. Overall, positive outcomes were associated with instructional approaches that promoted repeated exposure, active retrieval, meaningful cognitive engagement, and contextualized vocabulary use rather than with technology alone. However, evidence on vocabulary depth and long-term retention remains limited because relatively few studies employed delayed post-tests. This review contributes to the literature by providing a comparative synthesis of pedagogical and technology-enhanced approaches within a single analytical framework. The findings offer evidence-based guidance for vocabulary instruction while highlighting the need for more longitudinal, context-sensitive, and theoretically informed research in EFL contexts.]]>
