Using Concept Checking Questions to Improve Vocabulary Retention in English Language Classrooms: Evidence from Uzbekistan

Аннотация

This article examines the role of Concept Checking Questions (CCQs) in improving vocabulary retention
among English as a Foreign Language (EFL) learners in Uzbekistan. Due to globalization and educational reforms,
English language learning has become increasingly important, yet many learners struggle to retain and appropriately use
new vocabulary, especially when it is taught through translation-based methods. CCQs are introduced as an effective
instructional technique that helps learners develop a deeper understanding of word meaning through simple, focused
questions. Unlike traditional comprehension questions, CCQs are designed to check learners’ conceptual understanding
of vocabulary items and promote active cognitive processing. The study draws on relevant literature to highlight the theoretical
basis of CCQs within interaction-based language teaching and meaningful learning approaches. Findings suggest
that CCQs enhance vocabulary retention by increasing learner engagement, clarifying meaning, and reducing misunderstandings
in classroom practice. The article concludes that integrating CCQs into vocabulary instruction can significantly
improve lexical learning and communicative competence in Uzbek EFL classrooms.