This study explores the role of a structured language exercise system in enhancing lexical competence among future English language teachers. Employing a mixed-methods approach, 100 pre-service teachers participated in an experimental group using varied vocabulary exercises, while a control group received traditional instruction. Results showed a significant improvement in vocabulary knowledge in the experimental group (25% increase) compared to the control group (10% increase). Qualitative feedback highlighted increased engagement and relevance. The findings underscore the necessity of integrating a language exercise system in teacher training programs to better prepare educators for effective vocabulary instruction in their future classrooms.

Lexical competence, Language exercise system, Teacher training

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