Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning

Paige, David D.; Smith, Grant

doi:10.3390/educsci8040165

Cited by 5 publications

(4 citation statements)

References 71 publications

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“…As for the reading skill, in particular, some participants responded that knowledge of the AWL helped them to read academic materials (e.g., textbooks, journal articles, and other online resources) more effectively with a better understanding. The finding was in line with the previous studies that underscored the significance of word knowledge in reading comprehension skills (e.g., Laufer & Ravenhorst-Kalovski, 2010;Paige & Smith, 2018). However, some expressed concern commenting that knowledge of AWL alone would not be enough to be able to meet the targeted standard and that the language learners should learn more words than just Coxhead's AWL, particularly for English proficiency tests such as TOEIC, TOEFL, and IELTS.…”

Section: Discussionsupporting

confidence: 88%

“…In line with the findings of Choo et al (2017), who conducted a similar study in an ESL context, this study also found EFL students held positive attitudes toward the significance of Coxhead's AWL knowledge for their academic communicative skills. These two findings affirm that Coxhead's AWL is extremely significant for university students in both ESL and EFL contexts (Srikrai et al, 2016) Paige & Smith, 2018;Staehr, 2008). By considering the evidence, this study suggests a need for a strategic approach to teaching and creating awareness of Coxhead's AWL among teachers and university students, in both ESL and EFL contexts.…”

Section: Implications and Future Researchsupporting

confidence: 73%

“…It was later conceded by Ravenhorst-Kalovski (2010) that knowledge of 8000-word families is the sine qua non for language learners to comprehend 98% of the reading text. Further, in line with the importance of word knowledge in reading comprehension, many studies (e.g., Laufer & Ravenhorst-Kalovski, 2010;Paige & Smith, 2018;Staehr, 2008) in both first language (L1) and second language (L2) contexts have also vehemently acknowledged a positive correlation between word knowledge and reading comprehension.…”

Section: Academic Word Knowledge and Receptive Skillsmentioning

confidence: 91%

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Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners

Wangdi¹,

Shimray²

2022

SISAL

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The present study explored Thai EFL university students’ perceived benefits of self-learning Coxhead’s Academic Word List (AWL) (Coxhead, 2000) on their academic communicative skills and whether or not it should be incorporated into academic textbooks. The study employed a mixed-method design. A survey questionnaire and semi-structured interviews were used to collect the data. The result revealed that the majority of the participants held positive attitudes toward learning Coxhead’s AWL on their own. They agreed that Coxhead’s AWL helped them to enhance their receptive and productive academic communicative skills. Participants also acknowledged that incorporating Coxhead’s AWL into the academic textbook might help EFL university learners in various ways, particularly to improve their academic reading, listening, writing, and speaking abilities. In conclusion, although this study provides no empirical evidence of how knowledge of AWL helps improve students’ academic communicative skills, the study provides some practical guidelines for self-access contexts, a theoretical basis on how AWL is viewed by EFL university students along with a new direction to future research. Keywords: Coxhead’s (2000) AWL, self-access learners, academic words, receptive and productive skills, Thai EFL

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Section: Discussionsupporting

confidence: 88%

Section: Implications and Future Researchsupporting

confidence: 73%

Section: Academic Word Knowledge and Receptive Skillsmentioning

confidence: 91%

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Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners

Wangdi¹,

Shimray²

2022

SISAL

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“…Once, the reader lucks of vocabulary, they will have the difficulties to understanding the text. Ibrahim, Sarudin, & Muhamad, (2016); Paige & Smith, (2018) mention that vocabulary knowledge is crucial component in reading comprehension. Thus, Vocabulary is one of the component materials in English subject.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Vocabulary Mastery and Reading Comprehension: An Assessment Prespective

Qomar¹,

Sari

2019

Pedagogy

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In reading comprehension has some factors that influence the skill. One of the factors is vocabulary mastery. The objective of this research is to know whether there is any correlation between vocabulary mastery and reading comprehension and the degree of correlation. The total of the participants of this research was 30 students in VII A of the seventh grade students of SMPN 7 Metro. Cluster random sampling technique was used to get the sample. A correlatinal analysis was employed to know the relationship between scores in the reading comprehension and vocabulary mastery test. Based on the research calculation by using correlation product moment, it was obtained that is 0,462, and is 0,367 in significant 5% and 0,470 in significant 1%. The average of vocabulary mastery was 61,6. The finding also indicate that the students’ achievement in the vocabulary was poor. The average score of reading comprehension was 62,4. It means that the students’ achivement in the reading comprehension was fair. Therefore, the findings provide that there was a positive correlation between vocabuary mastery and reading comprehension of the seventh grade students of SMP N 7 Metro.

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Multilingualism, linguistic diversity, and English in India

Tsimpli,

Balasubramanian

2024

Language Acquisition and Language Disorders

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This chapter explores bi-/multilingualism in the Indian context, summarizing findings from the MultiLiLa project which addressed the persistent challenge of low learning outcomes in India. The research covered diverse geographical settings and employed a comprehensive methodology. We present quantitative findings from classroom observations, emphasizing the extent of English input in primary school. Linking learners’ home language profiles, school language exposure, and performance on cognitive and linguistic tasks, the chapter also explores English narrative retellings as a lens for understanding the use of vocabulary and morphosyntax. The findings provide valuable insights into the dynamics of language input and its implications for bilingual education in India. The chapter contributes to the broader discourse on bilingualism and sets the stage for future research.

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Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning

Cited by 5 publications

References 71 publications

Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners

Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners

The Relationship Between Vocabulary Mastery and Reading Comprehension: An Assessment Prespective

Multilingualism, linguistic diversity, and English in India

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