Malay word meaning mastery: A mini review of cognitive, cultural, and pedagogical perspectives

Abstract

This mini-review synthesizes current research on Malay word meaning mastery by examining the dynamic interplay among cognitive, cultural, and pedagogical perspectives. It aims to clarify ongoing debates, identify key research gaps, and emphasize the importance of adopting an integrated approach to understanding lexical meaning in the Malay language. A comprehensive literature search was conducted on 9 April 2026 using Scopus, Web of Science, and Google Scholar, employing Boolean search terms related to word meaning mastery and its cognitive, cultural, and pedagogical dimensions. Peer-reviewed articles, including empirical studies and review papers published in English, were selected based on clearly defined inclusion and exclusion criteria to ensure relevance and quality. The findings reveal that Malay word meaning mastery is shaped by cognitive processes such as semantic mapping, memory, and conceptual association, as well as cultural influences including idiomatic expressions, sociolinguistic norms, and contextual usage. Pedagogical strategies, particularly those emphasizing contextualized, student-centered, and technology-enhanced learning, further contribute to effective mastery. However, the literature remains fragmented, with limited interdisciplinary integration, inconsistent assessment methods, and a lack of longitudinal and synthesis-based studies. Despite increasing scholarly attention, significant gaps and debates persist, particularly regarding the relative influence of cognitive versus cultural factors and the effectiveness of explicit versus context-based instructional approaches. Future research should prioritize interdisciplinary frameworks and more extensive empirical evidence. In practical terms, findings from this review may inform improved curriculum design, teacher training, and the development of culturally responsive digital learning tools.