Validation of a bilingual version of the vocabulary size test: comparison with the monolingual version

Karami, Hossein; Nejad, Mohammadhossein Kouhpaee; Nourzadeh, Saeed; Shirazi, Masoumeh Ahmadi

doi:10.1080/13670050.2017.1391744

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…This tendency is slightly interrupted at the fifth frequency level. Mild inconsistencies like this have also been observed in previous studies (Elgort, 2012;Karami, 2012;Karami et al, 2020;Nguyen & Nation, 2011).…”

Section: Resultssupporting

confidence: 86%

“…As can be seen in Table 4, the mean number of correct answers decreases as the frequency of occurrence of the target word decreases, which is the expected trend (Karami et al., 2020; Nguyen & Nation, 2011). This tendency is slightly interrupted at the fifth frequency level.…”

Section: Resultssupporting

confidence: 64%

“…In this study, vocabulary knowledge is understood as vocabulary breadth. The instrument used was a bilingual version of the vocabulary size test (VST) (Carcamo, 2022; Nation & Beglar, 2007). The procedure to design the bilingual version followed these steps: First, we downloaded versions A and B of the monolingual VST test.…”

Section: Methodsmentioning

confidence: 99%

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The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

Cárcamo

2023

Int J App Linguistics

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In recent years, reading comprehension studies have followed a componential approach aimed at determining the way in which variables interact. However, in L2 academic reading comprehension, this progress is still in its initial stages. With this context in mind, this paper aims to explore the relationship between prior knowledge and L2 reading comprehension by proposing a mediation model that considers L2 vocabulary knowledge and metacognitive awareness as mediating variables. A final sample of 75 Chilean university students with an intermediate level of English was used for the study. The variables measured were prior knowledge, vocabulary breadth, metacognitive awareness of reading strategies, and reading comprehension. Among the findings of this study, we propose a simple mediation model in which vocabulary knowledge functions as a mediator between prior knowledge and reading comprehension. Unexpectedly, the impact of metacognitive awareness was not found to be statistically significant.

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Section: Resultssupporting

confidence: 86%

Section: Resultssupporting

confidence: 64%

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The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

Cárcamo

2023

Int J App Linguistics

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Quantifying vocabulary learning belief and strategy - A validation study of the Vietnamese version of Gu's (2018) vocabulary learning questionnaire

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Truong

2023

Heliyon

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A Rasch-based validation of the Vietnamese version of the Listening Vocabulary Levels Test

2021

Lang Test Asia

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The Listening Vocabulary Levels Test (LVLT) created by McLean et al. Language Teaching Research 19:741-760, 2015 filled an important gap in the field of second language assessment by introducing an instrument for the measurement of phonological vocabulary knowledge. However, few attempts have been made to provide further validity evidence for the LVLT and no Vietnamese version of the test has been created to date. The present study describes the development and validation of the Vietnamese version of the LVLT. Data was collected from 311 Vietnamese university students and then analyzed based on the Rasch model using several aspects of Messick’s, Educational Measurement, 1989; American Psychologist 50:741–749, 1995 validation framework. Supportive evidence for the test’s validity was provided. First, the test items showed very good fit to the Rasch model and presented a sufficient spread of difficulty. Second, the items displayed sound unidimensionality and were locally independent. Finally, the Vietnamese version of the LVLT showed a high degree of generalizability and was found to positively correlate with the IELTS listening test at 0.65.

show abstract

Validation of a bilingual version of the vocabulary size test: comparison with the monolingual version

Cited by 5 publications

References 24 publications

The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading

Quantifying vocabulary learning belief and strategy - A validation study of the Vietnamese version of Gu's (2018) vocabulary learning questionnaire

A Rasch-based validation of the Vietnamese version of the Listening Vocabulary Levels Test

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