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This study investigates ESL post-secondary students’ perceptions of their English vocabulary constraints, and expectations regarding vocabulary instruction, as well as the effectiveness of a student-centred vocabulary intervention module, known as MAVEN, in enhancing vocabulary mastery within an English-Medium Higher Education Institution (EMHEI). Using a mixed-methods quasi-experimental research design, the study involved ESL post-secondary students divided into intervention and conventional learning groups. Quantitative data were collected through pre- and post-tests measuring receptive vocabulary breadth, productive vocabulary breadth, and vocabulary knowledge depth. The intervention group underwent student-centred vocabulary instruction using the MAVEN module, while the control group received conventional vocabulary instruction. In addition, questionnaires and semi-structured interviews were administered after all intervention sessions had ended to explore students’ views on MAVEN's effectiveness in enhancing their vocabulary knowledge. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were thematically analysed to identify recurring perceptions and experiences. The quantitative findings demonstrated significant improvements in the intervention group across receptive vocabulary breadth, productive vocabulary breadth, and vocabulary knowledge depth following the implementation of the MAVEN module. Compared with the conventional instruction group, the experimental group showed only marginal gains. Qualitative findings supported these results, as students reported that MAVEN enhanced engagement, independent learning, confidence, and the application of practical vocabulary. In conclusion, the study confirms the effectiveness of student-centred vocabulary instruction through the MAVEN module in improving ESL learners’ vocabulary mastery within an EMHEI context.