The goal of this study was to investigate methods for teaching English vocabulary to ninth-grade students in private schools in order to identify learning obstacles in the acquisition of vocabulary instruction and to propose suitable solutions. Hence, a phenomenological qualitative research approach was used to accomplish the goals of the study. This phenomenological analysis of classroom instruction provides important insights into the design of vocabulary-building exercises for English as a Second Language (ESL) learners and discusses several important considerations that must be taken into account. Children learning English as a second language who have a slower than average rate of vocabulary acquisition also have a more difficult time comprehending literature written at the ninth grade level. In-depth interviews with four ESL educators were recorded, transcribed, and evaluated thematically. The findings suggest that ESL educators are employing a wide range of methods to boost students' vocabulary in their lessons, but more research into the effectiveness of these methods is needed. This study confirmed the need of providing ongoing assistance to ESL learners as they work to increase their vocabulary. More research in these areas is needed to improve ELTs' vocabulary instruction, ESLs' vocabulary acquisition and understanding, as this study found that vocabulary training and other linguistically based interventions improved reading and education results for ESL students. Teachers also need to be familiar with and equipped to use contemporary methods of vocabulary instruction that take into account their students' abilities and background knowledge.

Private universities are growing in the present era. The enrollment ratio is also getting high, and universities are putting efforts to attract more students. Hence, it is essential to provide students with the best quality services as it spreads positive word-of-mouth. Therefore, the present article is designed to study the impact of front-desk staff service quality on word-of-mouth through the mediating effect of students’ affective commitment and students’ trust. An online questionnaire survey was conducted in Karachi, Pakistan. This study used the partial least square method to run structural equation modeling analysis. The findings revealed that all paths show a positive and significant relationship except front-desk staff service quality and word-of-mouth. Moreover, students’ affective commitment and trust mediate the relationship between front-desk staff service quality and word-of-mouth. Results also illustrate that gender exerts a significant moderating role on front-desk staff service quality, students’ affective commitment, and word-of-mouth. The study provides practical implications for policymakers, private university  management, and educational institutions. Firstly, it is crucial to provide effective communication training to the front-desk staff to learn the basic etiquette of greetings and humbleness. Secondly, there must be experienced personnel who can assist students promptly.