| Summary: | Abstract The purpose of the present meta-analysis is to the investigate the overall effectiveness of L2 vocabulary instruction and to find the moderator variables affecting its effectiveness. By defining a rigorous inclusion and exclusion criteria, a total number of 16 primary studies (N = 1008), 7 published and 9 Ph.D. dissertations, were included. Under Random-Effects Model, the overall effect size of (d = 0.80) was observed. After conducting Q test of heterogeneity, a number of moderator variables were examined; context of instruction, publication type, age and L2 learners’ proficiency level. It was found that (a) studies conducted in foreign language contexts generated larger effect sizes than ones conducted in SL contexts.(b)intermediated learners show a larger effect size than advanced and elementary students. (c) child learners were better than adult learners in Learning L2 vocabulary. (d) Published studies generated larger effect size than doctoral dissertations. (e) employing “posters” for teaching L2 vocabulary items generated higher effect size than reading activities, CALL, and songs. (f) abstract words generated higher effect size than concrete ones. Possible explanations of the findings are discussed with regard to the similar meta-analyses in the field and directions for future research are proposed.
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