Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates

Uchihara, Takumi; Harada, Tetsuo

doi:10.1002/tesq.453

Cited by 73 publications

(61 citation statements)

References 37 publications

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“…Thus, written and spoken modes of knowledge in combination with a receptive and productive distinction are in need of systematic investigations in future studies. Although limited, some spoken vocabulary measures exist: Aural Lex (Milton & Hopkins, 2006; Milton et al, 2010), Listening Vocabulary Levels Test (McLean, Kramer, & Beglar, 2015; Uchihara & Harada, in press), and a partial dictation test (Cheng & Matthews, 2018). Using these tests for future research might further our understanding of the role vocabulary plays in relation to L2 proficiency.…”

Section: Conclusion Implications and Future Researchmentioning

confidence: 99%

Investigating the role of vocabulary size in second language speaking ability

Uchihara

Clenton

2018

Language Teaching Research

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The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.

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Section: Conclusion Implications and Future Researchmentioning

confidence: 99%

Investigating the role of vocabulary size in second language speaking ability

Uchihara

Clenton

2018

Language Teaching Research

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“…Regardless of what the real causes might be, one thing we are confident to conclude is that a low level of vocabulary knowledge potentially inhibits reading comprehension and learning, especially in an EMI context. Encountering too many unfamiliar words within a textbook impedes EMI students' reading comprehension (Uchihara & Harada, 2018). In contrast, language learners' lexical knowledge has been found to strongly correlate with their academic achievement (Szabo et al, 2020).…”

Section: Findings and Discussionmentioning

confidence: 99%

The Correlation Between Indonesian University Students’ Receptive Vocabulary Knowledge and Their Reading Comprehension Level

Hartono¹,

Prima²

2021

Indonesian J. Appl. Linguist.

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While the literature has shown that vocabulary mastery affects reading comprehension, only a few Indonesian researchers investigated this. To narrow this gap, this study aims to: 1) measure Indonesian university students' knowledge of receptive vocabulary, 2) measure their reading comprehension level, and 3) investigate the association between the two variables. The participants in this study were 168 first-year university students from a private university implementing English-medium instruction (EMI). We utilized the updated vocabulary level test to measure their receptive vocabulary size and the IELTS academic reading test to measure their reading comprehension level. The participants mean scores on the updated VLT were 28.73, 26.63, 22.27, 22.42 and 23.12 at the 1,000, 2,000, 3,000, 4,000, and 5,000-word level respectively. Only 34 out of 168 participants could be considered to have a sufficient vocabulary size. On average they scored 16.08 (SD = 7.96) on the IELTS academic reading test, which was roughly equivalent to 5 in IELTS band score. We also found strong and significant correlations between the participants’ scores on the IELTS academic reading test and the updated VLT at all levels, with the largest effect size on the 4,000-word level (r = .71, p .001, BCa 95% CI [0.64, 0.78], r2 = .50). These findings indicated that the participants did not have sufficient vocabulary knowledge and had a low reading proficiency, potentially inhibiting progress in their academic pursuits. We discussed the findings in relation to the teaching of English in EFL, ESL, and EMI contexts. Practical implications of the findings are also discussed.

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“…Vocabulary plays a vital role in acquiring knowledge for English language learners (Uchihara and Harada, 2018;Chen, Liu, and Huang, 2019). The development of learners' vocabulary is an important aspect of their overall language development (Farrokh and Sharifi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Aljurbua¹

2021

AWEJ

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Saudi EFL (English as a Foreign Language) learners have difficulty in chosen appropriate strategies for learning vocabulary and memorization during their undergraduate studies. Saudi undergraduate learners have the problem in remembering words at a point of need such as writing and speaking. In search of solution to this problem in Saudi Arabia, this study aims to examine the memory strategies for vocabulary learning employed by Saudi undergraduate EFL learners in Saudi Arabia. Overall, 110 Saudi undergraduate learners participated in this study. The study employs quantitative approach using descriptive statistical analysis. This study used Oxford (2003) language learning strategies of memory strategies for vocabulary learning. The results revealed that the creating mental linkage (CML) is the common and the highly most used vocabulary learning strategy by Saudi undergraduate EFL learners in Saudi Arabia. Subsequently, reviewing well (RW) and applying images & sounds (AIS) learning strategies are the second and the third most highly used strategies among the students. The EA learning strategy is the least used among the undergraduate EFL learners. Further, the findings also indicated that the Saudi undergraduate EFL learners prefer CML strategy more than they use employing actions (EA) in their vocabulary learning and memorization. According to these results, CML and RW strategies were observed to be both at a high level of utilization, whereas AIS and EA categories were at the medium utilization level. Based on the results, high usage ranges from a mean of 4.0 or above, medium usage ranges from a mean of 2.5 to 3.9, and low usage ranges from a mean of 2.4 or lower. Therefore, CML and RW strategies appeared to be most appropriate choice for Saudi students in memorizing vocabularies. It is recommended that future study should focus on in-depth analysis of these two most used strategies to encompass the depth and breadth of the usage and memorization.

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Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates

Cited by 73 publications

References 37 publications

Investigating the role of vocabulary size in second language speaking ability

Investigating the role of vocabulary size in second language speaking ability

The Correlation Between Indonesian University Students’ Receptive Vocabulary Knowledge and Their Reading Comprehension Level

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

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