Abstrak

This paper presents a micro-level empirical study on strategic vocabulary acquisition tailored to learners’ individual interests. 
Drawing on the foundational theories of second language acquisition (SLA), including Krashen’s Input Hypothesis and Gardner’s 
Theory of Multiple Intelligences, this study explores how personalized, interest-based methods can significantly enhance 
vocabulary retention and practical usage. Three IELTS learners with different interests—films, music, and books—participated 
in an eight-week experimental program. The findings indicate that contextual and emotionally engaging input leads to superior 
vocabulary acquisition and speaking fluency. This research contributes to the growing body of literature advocating for 
learner-centered methodologies and supports integrating cognitive psychology and personalized content in ESL classrooms.