<p>Vocabulary plays a central role in learning English, though it continues to pose challenges for learners in EFL contexts such as Kuwait. Many students tend to imitate their teachers’ methods, often relying on rote memorisation and dictionaries, with limited focus on self-directed learning. Additionally, factors like large class sizes, exam-oriented instruction, and strict teacher control tend to reduce opportunities for practice and communication. This narrative review synthesises approximately 82 published works to map the main vocabulary-learning challenges reported in Kuwait and comparable Arab contexts and to organise them using a small set of pedagogical and theoretical lenses that clarify why short-term recall can coexist with weak long-term retention and limited use. The synthesis suggests that digital tools are increasingly present in classrooms. However, their impact is mixed when technical reliability, teacher training, and curriculum alignment are weak. The review also points to persistent evidence gaps, including limited Kuwait-focused research, few studies on adult learners, short time horizons with limited delayed assessment, and a generally weak theoretical base in parts of the local literature. Overall, the review argues for more balanced vocabulary pedagogy, better alignment between curriculum and assessment, and more sustained research that is attentive to Kuwait’s local constraints and learner experiences.</p>