English Vocabulary Size as a Predictor of TOEIC Listening and Reading Achievement among EFL Students in Taiwan

Chiang, Hui-Hua

doi:10.17507/tpls.0802.04

Cited by 7 publications

(7 citation statements)

References 32 publications

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“…This is in line with what Valentina (2017) concluded form her study that there was significant association between the mastery of vocabulary and the achievement in reading. Moreover, the study of Chiang (2018) confirms that the existence of association between Vocabulary size and English proficiency is true. The study also suggested that building vocabulary size should be included in EFL Instruction.…”

Section: Discussionsupporting

confidence: 61%

EFL Students’ Needs and Achievement: A Study at an Islamic University in Jambi

Amalia,

Fitria,

Ramdhani

et al. 2021

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This study aims to respond the regulation of teaching and learning English in higher education. Since there is no clear regulation of what supposed to be taught, some institutions decide different requirement for the teaching and learning English. This study focused on analyzing and evaluating the students’ actual needs in learning English. A quantitative study was conducted toward 113 non-English department students who have taken English subject in an Islamic University in Jambi. This study explored both of the students’ actual needs and experiences of their learning English in the classroom. The results indicate that having the four skills as a part of teaching and learning English in the classroom is important for the students. The students also mentioned that completing their study is not the only reason to learn English. They believe that learning English is a golden key to be a part of world class community. In spite of mastering reading as the main focus of learning process, the students still face difficulties in understanding the ideas in English since they have limited vocabulary and grammar. They also stated that it is hard for them to get the meaning of what they read because they do not know how the sentences are put together. As the results, it is suggested that the process of teaching and learning English must be revisited

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Section: Discussionsupporting

confidence: 61%

EFL Students’ Needs and Achievement: A Study at an Islamic University in Jambi

Amalia,

Fitria,

Ramdhani

et al. 2021

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“…Participants were recruited who arrived after the age of 12 years, because studies have shown that those who arrive after this age retain their foreign accent (Yeni-Komshian, Flege, & Liu, 2000). The second factor is receptive English vocabulary, which was used as an approximate measure of English language proficiency (Chiang, 2018). Receptive English vocabulary is thought to play a major role in L2 listeners' recognition of spoken English (Calandruccio & Smiljanic, 2012) and was expected to be important in recognition of monosyllabic words that have no linguistic or contextual cues.…”

mentioning

confidence: 99%

Effects of Listener Age and Native Language Experience on Recognition of Accented and Unaccented English Words

Gordon‐Salant

Yeni‐Komshian

Bieber

et al. 2019

J Speech Lang Hear Res

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Purpose: Older native speakers of English have difficulty in understanding Spanish-accented English compared to younger native English speakers. However, it is unclear if this age effect would be observed among native speakers of Spanish. The current study investigates the effects of age and native language experience with Spanish on the ability to recognize words spoken in English by Spanishaccented and unaccented talkers. Method: English monosyllabic words, recorded by native speakers of English and Spanish, were presented to 4 groups of listeners with normal hearing: younger native Spanish listeners (n = 15), older native Spanish listeners (n = 16), younger native English listeners (n = 15), and older native English listeners (n = 15). Speech recognition accuracy was assessed for the unaccented and accented words in both quiet and noise. Results: In all conditions, the native English listeners performed better than the native Spanish listeners. More specifically, the native speakers of Spanish consistently recognized accented English less accurately than the native speakers of English, demonstrating no advantage of shared native language experience between nonnative listeners and accented talkers. Older listeners in the native Spanish language group also performed less accurately than their younger counterparts, for English words spoken by both unaccented and accented talkers. Finally, whereas listeners who were native speakers of English showed marked declines in recognition of Spanish-accented English relative to unaccented English, listeners who were native speakers of Spanish (both younger and older) showed less decline. Conclusions: The general pattern of results suggests that both native language experience in a language other than English and age limit the ability to recognize Spanishaccented English. The implication of the overall findings is that older nonnative listeners will have considerable difficulty in understanding English, regardless of the talker's accent, in both clinical and everyday listening situations.

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“…On the other hand, TOEIC positively impacts students' language ability in English (Woodford, 1980), and TOEIC listening and reading score strongly correlate with students' receptive vocabulary. It confirms that vocabulary size affects the TOEIC listening and reading score (Chiang, 2018). Furthermore, students agreed that using the TOEIC test score as a graduation prerequisite benefits their language proficiency and Journey (2023), 6 (3): 698-712…”

Section: Perceive the Impact Of Toeic Listening And Readingmentioning

confidence: 72%

Washback Effect of TOEIC Listening And Reading as a College Exit Test in Riau, Indonesia

Masrul,

Rasyidah

2023

Journey

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The utilization of the TOEIC test in some universities in Indonesia as a language exit exam highlights the phenomenon of the washback effect, revealing that this exit requirement influences the narrowing of teaching content and a less communicative teaching process. Some universities in Indonesia have employed the TOEIC (Test of English for International Communication) listening and reading test as a language exit exam. This study investigated teachers’ perceptions concerning the TOEIC listening and reading test. The data were gathered by administering a questionnaire at three major Indonesian universities. The finding revealed that using TOEIC listening and reading as an exit requirement impacted the narrowing of teaching content and led to a non-communicative teaching process, yet the influence was not significant. This study found that the perceived test impact was influenced by factors differing from another research context.

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English Vocabulary Size as a Predictor of TOEIC Listening and Reading Achievement among EFL Students in Taiwan

Abstract: Abstract-This

Cited by 7 publications

References 32 publications

EFL Students’ Needs and Achievement: A Study at an Islamic University in Jambi

EFL Students’ Needs and Achievement: A Study at an Islamic University in Jambi

Effects of Listener Age and Native Language Experience on Recognition of Accented and Unaccented English Words

Washback Effect of TOEIC Listening And Reading as a College Exit Test in Riau, Indonesia

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