Numerous studies have highlighted the influence of leisure reading habits on second language proficiency. The present study investigates the relationship between students' reading habits, vocabulary and writing performance. A reading survey, productive vocabulary test and writing test were administered to 33 university English language learners (ELLs) students in Malaysia. The results indicate that participants had not received a lot of support for reading from their English teachers at elementary schools or at secondary level and had limited access to reading resources. The university students in the study were aware of the value of reading in English, albeit spending a considerable amount of time on the Internet compared to reading off-line. More than half of the participants agreed that they would read something if it was recommended by their lecturers. In addition, the present study also found that participants had not acquired the adequate vocabulary size required for tertiary studies. The findings have important implications for English language practitioners both at school and tertiary levels.

Vocabulary plays a vital role in second language acquisition and is crucial in comprehension of various texts. Without a threshold level of vocabulary proficiency, English Language Learners (ELLs) will have difficulties in processing texts. Indeed, it is well conceded that vocabulary is a good predictor of second language proficiency. While sizable studies have examined ELLs reading skills, little is known about the vocabulary size of Malaysian secondary school students. The current work is part of a larger study that examines the relationship between vocabulary size and critical reading ability. It aims to investigate ELL secondary school students’ vocabulary level and determine whether they are equipped with sufficient vocabulary proficiency for tertiary level education. Eighty-five (85) participants from a public school in Kota Kinabalu, Sabah were involved in the study. A set of receptive vocabulary test was administered during a two-period lesson. Results showed that most of the participants have not mastered vocabulary proficiency beyond the 2000-word level. The findings have pedagogical implications for the teaching of vocabulary at the secondary school level.

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Existing research recognises the critical role of vocabulary in the acquisition of a second (L2) or foreign language. In the context of L2 writing, it has been established that as vocabulary size increases, so does the ability to write more effective texts. The purpose of this study was to investigate the relationship between vocabulary size and ESL students’ written performance.The participants were 69 Malaysian university students whose writing skills were assessed as part of their English course requirement. Vocabulary size was measured using Laufer and Nation (1990) Vocabulary Level Test (VLT). Performance on the VLT was correlated with writing scores as a measure of written performance. Findings indicated that a majority of participants achieved a mastery level of the 2000-word test but had difficulty in the 3000-word and 5000-word level. Participants’ vocabulary size was also found to be strongly associated with their written performance.These results elucidate the importance of vocabulary knowledge in L2 writing. The pedagogical implication of the current work calls for the integration of vocabulary in writing classrooms.

The COVID-19 pandemic has created considerable challenges for higher education across the globe. Drastic measures such as university closures have accelerated a shift to online learning and digital assessment. Malaysian universities have also transitioned to remote learning and digital testing in the wake of the pandemic. In the midst of this major paradigm shift, many questions regarding the effectiveness of online tests from the perspective of university students have not been addressed. The present study explores Malaysian university students’ insights of doing online writing tests versus pen-paper tests. One of the aims of the study was to determine whether students used online resources as mediation tools when attempting an online writing test. Data were gathered anonymously using an online survey of 193 respondents. Using content analysis, it was found that majority of the respondents expressed a preference for online writing tests as opposed to conventional pen-paper tests. Students also reported using online resources as mediation tools to aid writing during digital writing assessments. In general, respondents revealed that the online environment which allows them access to digital tools makes writing easier and less demanding. The respondents also opined that convenience, ability to manage time, conducive environment and affordance of digital resources make online testing an attractive option for writing assessment. The findings suggest that test setters and educators should consider the impact of online writing environments and digital tools when designing online writing tests. Further interpretations and useful pedagogical implications are discussed.