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

2018 ◽  
Vol 8 (2) ◽  
pp. 203 ◽  
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Technical College ◽  
Statistical Significance ◽  
Receptive Vocabulary ◽  
Reading Scores ◽  
Future Research ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

This paper investigates the relationship between vocabulary size and performance on the reading and listening portions of the Test of English for International Communication (TOEIC). The participants were 973 English as a foreign language (EFL) learners from a technical college who had studied English for at least six years. The learners’ TOEIC listening and reading scores were found to be strongly associated with their receptive vocabulary size with no gender differences. These results indicate that vocabulary size could have a statistically significant effect on TOEIC listening and reading scores, reinforcing the value of vocabulary size for English proficiency. Additionally, English vocabulary size and the prediction of proficiency in the TOEIC listening and reading sections reached statistical significance. These findings demonstrate the importance of receptive vocabulary for EFL learners. Outcomes from the study have implications for EFL learners and teachers as well as future research.

scholarly journals Vocabulary Size and Depth of Knowledge: A Study of Bahraini EFL Learners

2021 ◽  
Vol 12 (1) ◽  
pp. 58
Author(s):  
Adel W. Alqallaf ◽  
Madani O. Ahmed
Keyword(s):  
Language Proficiency ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Vocabulary Size ◽  
Efl Learners ◽  
University Of Bahrain ◽  
The University ◽  
The Relationship

This study investigates the size and depth of vocabulary knowledge and its relationship to the general language proficiency of EFL learners. The study sample included 120 students from the University of Bahrain. The sample was randomly selected from the student population and split into two groups in terms of their level of English: intermediate and advanced. The study aims to answer four questions: (1) What is the effect of general language proficiency on the sizes of the receptive and productive vocabularies of learners of English at the University of Bahrain? (2) How does general language proficiency affect the depth of vocabulary knowledge of learners of English at the University of Bahrain? (3) What is the relationship between receptive and productive vocabularies and the depth of vocabulary knowledge? and (4) What is the relationship between vocabulary size and the nature of lexical networking? All the students in the sample completed three vocabulary tasks. The first two tasks were Meara and Jones’s Eurocentres Vocabulary Size Test (1990) and Meara and Fitzpatrick’s Lex30 word association task (2000), which were used to measure the sizes of receptive and productive vocabularies. The third task was Gyllstad’s COLLEX test (2007), which was used to investigate the depth of vocabulary knowledge. A quasi-experimental approach was adopted using a quantitative approach to analyze the data. The data of the study were analyzed by comparing the results of the two groups in relation to the three tasks using SPSS 16.0. The findings of the study have revealed that general language proficiency has a positive effect on learners’ receptive vocabulary size, a moderate effect on learners’ productive vocabulary size, and a very low effect on the depth of vocabulary knowledge. In addition, no relationship was shown between the size of vocabulary and the nature of lexical networking. With reference to these results, pedagogical and future research recommendations are made.

scholarly journals A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

2016 ◽  
Vol 9 (6) ◽  
pp. 61 ◽  
Author(s):  
Hui-Hua Chiang
Keyword(s):  
English Learners ◽  
Technical College ◽  
English Proficiency ◽  
Preliminary Investigation ◽  
Future Research ◽  
Ambiguity Tolerance ◽  
Tolerance For Ambiguity ◽  
Efl Students ◽  
Study Population ◽  
The Relationship

<p>This article presents a preliminary investigation of the inter-relationships between English learners’ tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.<strong></strong></p>

scholarly journals Testing Breadth and Depth of Vocabulary Knowledge and Their Relationship with Vocabulary Size of EFL Students

2021 ◽  
Vol 7 (1) ◽  
pp. 89-100
Author(s):  
Ismi Narulita Firda ◽  
Intan Azkiyah ◽  
Albiansyah
Keyword(s):  
Junior High School ◽  
Correlation Coefficients ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Correlational Research ◽  
8Th Grade ◽  
Efl Students ◽  
L2 Vocabulary ◽  
The Relationship

Abstract   Testing the breadth and depth of vocabulary knowledge is needed to see its effect on the vocabulary size of EFL students. The study aims to know at the relationship between the breadth and depth of vocabulary knowledge and the vocabulary size of EFL students. This research was conducted in the 8th grade of Trimulia Junior High School Jakarta. This research uses a correlational research design. The sample was 51 EFL learners. The Vocabulary Level Test (VLT) and the Words Associates Test (WAT) were administered in this study. The scores were presented with descriptive statistics for two tests of the breadth and depth of vocabulary knowledge. The results showed that the breadth and depth of the vocabulary knowledge test had a negative correlation with the L2 vocabulary size of EFL students. Using Statistic Product moment, the correlation coefficients found at 0.01 for the breadth and 0.11 for depth is included in the very weak category. So, there is a very weak correlation between the tests of breadth and deep vocabulary knowledge and the size of students' vocabulary.   Keywords: breadth, depth, vocabulary knowledge, vocabulary sizes

scholarly journals The Relationship between Iraqi EFL Learners’ Vocabulary Learning Strategies Use and Their Receptive Vocabulary Size

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Adil Muhammd Ameen MAHMOOD ◽  
Fadime YALCIN ARSLAN
Keyword(s):  
Learning Strategies ◽  
Basic Education ◽  
Vocabulary Learning ◽  
Word List ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
The Relationship

This study investigated the relationship between Iraqi English as a Foreign Language (EFL) learners’ vocabulary learning strategies (VLS) and vocabulary size (VS). Participants included 118 EFL learners at Sulaymaniyah University in Iraq, all of whom were studying in the School of Basic-Education English Department. Two instruments were employed to collect data: a VLS questionnaire designed by Schmitt (1997) was administered in order to determine the range and frequency of VLS use, and a four-level (2000, 3000, 5000 and academic word list) vocabulary learning test (VLT) designed by Schmitt, et al. (2001) was used to measure learners’ receptive vocabulary size. The aim of this study was to determine the kinds of strategies learners utilized as well as their relationship to students’ VS. The results demonstrated that students utilized consolidation more frequently than discovery strategies. Moreover, the most frequently utilized VLS was studying the sounds of new words, while the least frequent one was working in groups to discover the meanings of new words. In terms of total VLS, the students can be considered as moderate VLS users (M= 3.003). The results of correlation analysis revealed that there exist positive, negative and sometimes no relationships between learners’ VLS and VS. Finally, the findings of multiple regression analysis concluded the R Square value to be (0.284), which means that the predicted variables could account for 28.4% of the participants’ levels of receptive VS.This study concluded that systematic and appropriate strategies support learners to increase their VS.

scholarly journals The relationship between receptive and productive vocabulary of Slavic EFL learners

2016 ◽  
Vol 17 (2) ◽  
pp. 26-40 ◽  
Author(s):  
Zdislava Šišková
Keyword(s):  
Short Story ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Lexical Diversity ◽  
Efl Learners ◽  
Bivariate Correlation ◽  
Lexical Density ◽  
The Relationship ◽  
Moderate Relationship

Abstract This study investigates the relationship between learners’ receptive vocabulary knowledge as measured by the Vocabulary Size Test (Nation and Beglar, 2007) and free productive vocabulary knowledge as demonstrated by the learners when writing a short story based on pictures. The focus is on three different areas of productive vocabulary use: lexical diversity (i.e. the proportion of different words in a text), lexical sophistication (i.e. the proportion of advanced words in a text) and lexical density (i.e. the proportion of content words in a text). The results of a bivariate correlation analysis indicate that there is a moderate relationship between learners’ receptive vocabulary knowledge and lexical diversity of the texts they produce; there is a weak relationship between their receptive vocabulary knowledge and lexical sophistication in the texts; and there is no relationship between their receptive vocabulary knowledge and lexical density.

The Contingent Effect of Team Composition on the Performance of Entrepreneurial Teams

2019 ◽  
pp. 654-680
Author(s):  
Serghei Musaji ◽  
Julio De Castro
Keyword(s):  
Future Research ◽  
Team Composition ◽  
Team Members ◽  
Team Diversity ◽  
Entrepreneurial Teams ◽  
Knowledge Based ◽  
Fertile Ground ◽  
Active Debate ◽  
And Performance ◽  
The Relationship

Despite the continuous interest in studying entrepreneurial teams, the relationship between team composition and, particularly, team diversity and performance remains fertile ground for active debate. Taking roots in the knowledge-based view and organizational learning literatures, this chapter argues that performance in entrepreneurial teams is contingent on (a) the overlap between team members’ knowledge/competences and the content of the performed tasks, (b) the duplication of the team members’ knowledge in the areas with that content, (c) the nature of tasks (exploration or exploitation), (d) the team’s flexibility to adapt to changes in the content and nature of those tasks, and (e) the rate of environmental change. Because an important source of ambiguity in the understanding of how team diversity and performance are linked ties to issues of how team diversity is conceptualized and operationalized, the chapter also proposes a new way of looking at diversity in future research.

Achievement in School in Relation to Simultaneous and Sequential Cognitive Processes among Young Egyptian Students

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1139-1148 ◽  
Author(s):  
Fadia Z. Elwan
Keyword(s):  
Cognitive Processing ◽  
Cognitive Processes ◽  
Sequential Analysis ◽  
School Achievement ◽  
Reading Scores ◽  
Sequential Processing ◽  
Simultaneous Synthesis ◽  
And Performance ◽  
The Relationship ◽  
Reading Decoding

The present study was designed to examine whether a relationship exists between scores on simultaneous and sequential cognitive processes, on one hand, and performance on the Reading Decoding and Arithmetic subtests of the Kaufman Assessment Battery for Children (K–ABC), on the other hand, using a sample of 170 Egyptian school children in Grades 1, 3, and 5. To examine the differential magnitudes of the relationship between scores for cognitive processing and school achievement a two by two (simultaneous × sequential) analysis of variance was calculated with reading decoding and arithmetic scores as dependent variables. The results indicated that cognitive processing, especially simultaneous synthesis, is related to arithmetic as well as decoding during reading. Scores on sequential processing were not significantly related to scores for decoding reading and may not be important as simultaneous processing for mathematical skills. The findings were interpreted in the context of the Arabic orthographic system and in view of the nature of the cognitive and mathematical tasks employed in this study.

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

scholarly journals Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

2019 ◽  
Vol 12 (7) ◽  
pp. 75
Author(s):  
Charinwit Seedanont ◽  
Suphawat Pookcharoen
Keyword(s):  
Reading Strategies ◽  
Standardized Test ◽  
Statistical Significance ◽  
Strategy Instruction ◽  
Reading Performance ◽  
Reading Test ◽  
Future Research ◽  
Efl Learners ◽  
Wide Range ◽  
Metacognitive Reading Strategies

EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one&rsquo;s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners&rsquo; reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners&rsquo; proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students&rsquo; awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.

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