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Este estudo quase-experimental examina o impacto de algumas estratégias de vocabulário no desenvolvimento lexical de estudantes do primeiro ano do ensino médio que aprendem inglês como língua estrangeira (EFL) em uma instituição educacional na Amazônia equatoriana. Embora a aprendizagem de línguas favoreça a compreensão leitora, a comunicação e a competência linguística geral (Nation, 2013; Read, 2000; Schmitt, 2010; Webb & Nation, 2017), ela frequentemente é ensinada como memorização de palavras isoladas. Este estudo envolveu uma intervenção instrucional de três semanas que incluiu prática de recuperação, repetição espaçada e atividades de vocabulário projetadas para promover o processamento lexical dos estudantes. O estudo empregou um delineamento quantitativo quase-experimental com 48 estudantes do primeiro ano do ensino médio divididos em dois grupos: um grupo de intervenção e um grupo controle. Ambos os grupos foram submetidos ao Teste Atualizado de Níveis de Vocabulário (Updated Vocabulary Levels Test), desenvolvido por Webb et al. (2017), com a Forma A utilizada como pré-teste e a Forma B como pós-teste. Os resultados mostraram que o grupo experimental obteve pontuações significativamente mais altas no pós-teste do que o grupo controle em todos os níveis de vocabulário e na pontuação total. Esses achados sugerem que a implementação de atividades de recuperação, repetição e contextualizadas pode promover o desenvolvimento do vocabulário receptivo na aula de inglês como língua estrangeira no ensino médio, embora este estudo não seja considerado evidência causal conclusiva.
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