An Empirical Study of English Vocabulary Learning in Multilingual Classrooms under NEP 2020

Mohd Faraz; Abdul Aziz Khan

doi:10.36948/ijfmr.2026.v08i03.80808

An Empirical Study of English Vocabulary Learning in Multilingual Classrooms under NEP 2020

Author(s)	Mohd Faraz, Dr. Abdul Aziz Khan
Country	India
Abstract	The present study focuses on investigating English vocabulary learning practices among secondary school students in multilingual classroom settings within the context of NEP 2020. The study primarily examines the role of learner participation, classroom interaction, multilingual support, and communication-based teaching in selected schools of Civil Lines, Aligarh. The research investigated the problems faced by multilingual learners in vocabulary learning and analyze the impact of communication-oriented and learner-centred teaching practices on vocabulary development. This research followed a descriptive, empirical method that combined qualitative and quantitative approaches. Data were collected from 120 urban and rural multilingual secondary school learners using questionnaires and classroom observation. The collected data were analyzed through percentages, frequency distribution, comparative methods, and descriptive interpretation to examine vocabulary learning behaviour and classroom practice. The investigation found that English vocabulary plays a very important role in learners’ communicative competence, classroom participation, reading comprehension, and language development. The results also suggested that collaborative and communication-based classroom activities enhanced students’ vocabulary and communication skills. The findings also indicate that learner-centred modern teaching strategies improve vocabulary development in multilingual classrooms. The findings clearly reflected the educational objectives of NEP 2020, including multilingualism, experiential learning, and learner participation. The findings of the present study show that interactive and learner-friendly teaching approaches create a positive and effective environment for students.
Keywords	English Vocabulary Learning, Multilingual Classrooms, NEP 2020, Learner-Centred Teaching, Communication-Based Learning, Secondary School Students, Multilingual Education, Classroom Interaction
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-09
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.80808

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An Empirical Study of English Vocabulary Learning in Multilingual Classrooms under NEP 2020

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