THE CORRELATION BETWEEN VOCABULARY MASTERY AND STUDENTS’ WRITING SKILL: A SYSTEMATIC REVIEW

Abstrak

The following systematic review aims at analyzing the correlation between vocabulary mastery and the EFL students’ writing skills. Vocabulary is an important factor in language achievement and it has been well established that an individual with a well-developed word knowledge has the capacity to build good writing skills. Prior research about the relationship between these two variables has been done and most results stated that there is significant relationship while some research reveal moderate association. This literature review will gather evidence from numerous empirical papers, which were published between 2015 and 2025. This research use PRISMA method to analyze the previous study about the correlation between vocabulary mastery and writing abilities. The review show that the various sources do not distinguish between the depth and breadth of vocabulary knowledge, as well as the writing abilities and mechanism that the amount of vocabulary knowledge impairs or enhances. The conclusions derived from the present systematic review are useful for educators, curriculum developers, and researchers who aim at enhancing pupil’s writing abilities linked to the explicit focus on the domain-specific vocabulary. It also suggest directions for future research, these include variables that may moderate the relationship between accessible vocabulary and writing, and teaching and learning EFL in various context