The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners

Al-Khasawneh, Fadi Maher

doi:10.17323/jle.2019.8822

Cited by 14 publications

(15 citation statements)

References 20 publications

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“…The findings revealed that there were significant differences between the experimental and control groups' mean learner autonomy scores and learners showed positive views towards MALL and technology-based language learning (Behforouz & Frumuselu, 2020). Considering the unavoidable relationship between lexical knowledge and reading comprehension discussed in many studies (Al-Khasawneh, 2019;Jamalipour &Farahani, 2015;Kamal, 2019;Karakoç & Köse, 2017;Rydland, et al, 2012;Zhang & Annual, 2008), this study aims to analyze the effect of text messaging on EFL learners' vocabulary depth and breadth. Few studies could be found in the literature that applied SMS text messaging to pre-teaching vocabulary to EFL learners in Iran.…”

Section: Texting In Educationmentioning

confidence: 97%

The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

Behforouz

Frumuselu

2021

JLE

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Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner's performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners' lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pre-tests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners' achievement and the effectiveness of the treatment. Since the normality of data distribution was not confirmed, the Wilcoxon signed-rank test was run for mean comparisons. The findings showed no meaningful difference between the pre-tests and post-tests regarding the vocabulary depth scores, while there was a statistically significant difference based on vocabulary breadth. Therefore, it can be claimed that text messaging via m-learning had a significant impact on learners' vocabulary breadth. Curriculum developers and EFL teachers can benefit from the findings of the current study by considering the significance of text messaging for teaching different aspects of lexical knowledge.

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Section: Texting In Educationmentioning

confidence: 97%

The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

Behforouz

Frumuselu

2021

JLE

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“…Grabe and Stroller (2001) emphasize the role of large vocabulary knowledge in reading comprehension. Similarly, Al-Khasawneh (2019) says that the relationship between vocabulary and reading comprehension is a "robust" one and that vocabulary knowledge has consistently been the "foremost predictor of a text's difficulty" (p.241). Furthermore, vocabulary knowledge is a major prerequisite and causal factor in reading comprehension because the reader has to know the actual words in the text to be able to comprehend it (Tavanpour and Biria, 2017).…”

Section: Alls 12(2):59-69mentioning

confidence: 99%

“…In the same vein, Abedi (2017) found that lack of familiarity with vocabulary knowledge in test passages was an important element affecting EFL learners on a reading comprehension test. Al-Khasawneh (2019) and Altalhab (2019) found that the strength of the relationship between word knowledge and reading ability of EFL students increased as their grade level progressed.…”

Section: Alls 12(2):59-69mentioning

confidence: 99%

“…Due to the significance of both breadth and depth of vocabulary knowledge in reading comprehension, many researchers have explored and investigated the relationship between breadth and depth of vocabulary knowledge and reading comprehension LS and EFL settings (Lee and Rethinasamy, 2017;Binder, 2018;Nouri & Zerhouni, 2016;Qian 2002). However, there has been minor understanding of the role of vocabulary knowledge in Saudi universities up to now, and few studies have been reported on the relationship between the breadth and depth of vocabulary knowledge and reading comprehension (Al-Khasawneh, 2019;Alfatle, 2017). Hence, the role of vocabulary breadth and depth in vocabulary acquisition needs more attention especially because breadth and depth of vocabulary knowledge is an indicator of learners' language proficiency.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

Qunayeer

2021

ALLS

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The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of language proficiency level of learners on the breadth and the depth of lexical vocabulary and reading comprehension of Saudi EFL learners. The participants of the study were seventy-five intermediate and advanced level majoring in English Translation at Qassim University in KSA. The level of language proficiency of participants had been checked through an OPT by the department in advance. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge were administered to all participants. They also received a reading comprehension test in which they were asked to read the passages and answer some multiple-choice questions. The findings obtained from the analysis of the data indicated that there is a significant relationship between breadth and depth of vocabulary knowledge and Saudi advanced/intermediate EFL learner’s reading comprehension performance totally. The results further revealed that both dimensions of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. The results further showed that language proficiency level of learners have an effect on Saudi EFL learners’ reading performance and vocabulary knowledge. These results confirm the importance and the value of developing students‟ breadth and depth of vocabulary knowledge in EFL classrooms.

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“…Vocabulary knowledge plays an essential role in literacy development and academic success. It supports the mastering of reading, speaking, listening, and writing skills (Al-Khasawneh, 2019;Silsüpür, 2017). Scholars have acknowledged the importance of vocabulary in second language (L2) learning and language use.…”

Section: Introductionmentioning

confidence: 95%

The Efficacies of an Explicit Vocabulary Instruction Model on ESL Learners’ Vocabulary Size and Writing Skills

Subon

Unin

2021

JLE

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Vocabulary size is believed to have positive correlations with learners’ language skills, reading comprehension, knowledge acquisition, and academic achievement. In Malaysia, the lack of vocabulary has been identified as one of the causes for students’ inability to acquire a second language. This quasi-experimental study examined the efficacies of employing the Contextualized Word Family (CWF) Model for direct vocabulary instruction (DVI) on vocabulary size and writing skills among secondary school students based on three proficiency levels. Through a purposive sampling method, 143 Grade 8 students were classified into three proficiency groups and were administered a similar treatment of contextualized word families. The Productive Vocabulary Level Test (PVLT) was used to measure the participants’ vocabulary size and guided essay writing tests were employed to obtain their test scores in the pre-test and post-test. The findings revealed the positive effects of using the CWF Model for enhancing students’ vocabulary size and writing ability. After a ten-week intervention, the majority of the students from low, intermediate, and high proficiency groups were able to increase their vocabulary size from below 1000 words to 1000-2000 words. There was also an increase in the number of students who were able to reach the 2000-word level of vocabulary size for all three groups. The findings from this study ascertained the positive effects of using the CWF Model to boost not only the vocabulary size, but also the writing skills of the high and intermediate proficiency students. On the writing tests, the high proficiency students showed a significant increase while the intermediate proficiency students experienced a slight increase in their writing test scores, but it was insignificant. Surprisingly, the low proficiency students experienced a significant decrease in their writing test scores after the treatment despite experiencing an increase in their vocabulary size. Future studies are recommended to utilize a true experimental design with a longer treatment period especially for examining the efficacies of the model on students’ writing skills.

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The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners

Cited by 14 publications

References 20 publications

The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

The Efficacies of an Explicit Vocabulary Instruction Model on ESL Learners’ Vocabulary Size and Writing Skills

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