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Prior work has mainly measured vocabulary mastery, lexical diversity, and writing quality, offering limited insight into how vocabulary is used during composing. This qualitative case study examined how first-year EFL students used vocabulary when producing English descriptive texts, using writing tasks, think-aloud protocols, stimulated recall interviews, and Reflexive Thematic Analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-vocabulary-use-during-english-writing-among-first-year-efl-students-a-qualitative-study/428003/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-vocabulary-use-during-english-writing-among-first-year-efl-students-a-qualitative-study/428003.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main focus of the study?","Question",{"text":112,"@type":113},"The study explored how first-year EFL students used vocabulary while composing English descriptive texts, emphasizing vocabulary use as a process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"Data were collected through descriptive writing tasks, think-aloud protocols, and stimulated recall interviews, then analyzed using Reflexive Thematic Analysis with purposive selection of information-rich cases.",{"name":119,"@type":110,"acceptedAnswer":120},"What stages of vocabulary use were identified?",{"text":121,"@type":113},"Vocabulary use was found to be dynamic and recursive, involving five interconnected stages: lexical retrieval, lexical search, lexical selection, lexical evaluation, and lexical revision.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},428003,1790649614,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SELL Journal, February 2026  \nVOL.11 NO. 1, 49-71 e-ISSN 2580-8400, p-ISSN 2528-6595  \nExploring Vocabulary Use During English Writing Among First-Year EFL Students: A  \nQualitative Study  \nRiya Risqi Setyaningrum1, Hariyanto2, Chusnu Yuli Setyo3, Neng Surti4  [riyarisqi@unisla.ac.id](riyarisqi@unisla.ac.id1)[1](riyarisqi@unisla.ac.id1), [hariyanto.agum@gmail.com](hariyanto.agum@gmail.com2)[2](hariyanto.agum@gmail.com2), [chusnu@unisla.ac.id](chusnu@unisla.ac.id3)[3](chusnu@unisla.ac.id3),  \n[nengsurti@unisla.ac.id](nengsurti@unisla.ac.id4)[4](nengsurti@unisla.ac.id4)  \nUniversitas Islam Lamongan1,2,3,4  \nAbstract:  \nVocabulary use is essential in English writing because learners must make continuous lexical decisions to express ideas accurately and appropriately. Previous studies have primarily examined vocabulary mastery, lexical diversity, and writing quality as measurable outcomes, providing limited insight into how learners use vocabulary during the writing process. This study explored how first-year EFL students used vocabulary while composing English descriptive texts. A qualitative case study was conducted with 30 first-year English Education students at Universitas Islam Lamongan, Indonesia. Data were collected through descriptive writing tasks, think-aloud protocols, and stimulated recall interviews, and analyzed using Reflexive Thematic Analysis. Following preliminary coding of all writing products, six information-rich cases were purposively selected for in-depth analysis. The findings revealed that vocabulary use was a dynamic and recursive process involving five interconnected stages: lexical retrieval, lexical search, lexical selection, lexical evaluation, and lexical revision. The integration of multiple data sources showed that students continuously negotiated between their lexical knowledge, cultural meanings, communicative intentions, and contextual demands while composing texts. These findings reconceptualize vocabulary as a strategic process rather than merely a linguistic product. The study suggests that vocabulary instruction should emphasize process-oriented lexical strategies, including searching, evaluating, and revising vocabulary, to foster more effective writing development in EFL contexts.  \nKeywords: Vocabulary use; EFL writing; lexical decision-making; Think-Aloud Protocol; qualitative case study  \nIntroduction  \nWriting is a cognitively demanding process that requires learners not only to generate and organize ideas but also to make continuous lexical decisions to communicate meaning accurately and effectively. In English as a Foreign Language (EFL) context, the quality of students' writing is influenced not merely by the number of words they know but, more importantly, by how they use vocabulary during the writing process. Vocabulary use involves selecting appropriate lexical items, adapting word meanings to the writing context, employing varied expressions, and revising lexical choices to enhance clarity and coherence.These processes enable writers to construct meaningful texts, maintain logical connections between ideas, and convey intended messages with greater precision. Conversely, difficulties in vocabulary use often lead to repetitive word choices, inappropriate lexical selection, and overreliance on literal translation, which ultimately reduce the quality of written compositions. Recent studies have consistently highlighted that effective vocabulary use contributes significantly to students' writing development by supporting lexical diversity, contextual appropriateness, and overall writing performance in EFL settings (Puspitasari dkk., 2024; Setyorini dkk., 2026) . Furthermore, emerging evidence from Indonesian EFL contexts suggests that vocabulary should be viewed not merely as linguistic knowledge to be mastered but as a dynamic resource that learners actively mobilize while planning, drafting, and revising their texts, indicating the importance of investigating vocabulary use as a ","cbCaifxJLchw95Gg","https://ap.wps.com/l/cbCaifxJLchw95Gg","pdf",546951,23,"English","# Abstract\n# Introduction","[{\"question\":\"What was the main focus of the study?\",\"answer\":\"The study explored how first-year EFL students used vocabulary while composing English descriptive texts, emphasizing vocabulary use as a process.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Data were collected through descriptive writing tasks, think-aloud protocols, and stimulated recall interviews, then analyzed using Reflexive Thematic Analysis with purposive selection of information-rich cases.\"},{\"question\":\"What stages of vocabulary use were identified?\",\"answer\":\"Vocabulary use was found to be dynamic and recursive, involving five interconnected stages: lexical retrieval, lexical search, lexical selection, lexical evaluation, and lexical revision.\"}]","Exploring Vocabulary Use During English Writing Among First-Year EFL Students: A Qualitative Study | PDF",1790645489,58]