Vietnamese Non-English Major Efl  University Students’ Receptive Knowledge  of the Most Frequent English Words

Dang, Thi Ngoc Yen

doi:10.25073/2525-2445/vnufs.4553

Cited by 8 publications

(10 citation statements)

References 33 publications

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“…Even though they did not stress the negative influence of the native language, mentioned in [2], [3], [4], [22], [27], [32], [33], [37], they concerned the inadequacy of lexical and collocational knowledge predominated. This finding is somehow in agreement with [10], [19], [25], [28], [29], [35], [36]. Students' foundation on collocations as well as their vocabulary size and understandings of single lexical items in a collocation, might control their collocational acquisition.…”

Section: Discussionsupporting

confidence: 88%

“…Besides, learners' vocabulary size and word length might have certain effects on learners' collocation use [35]. This was also approved by Dang [19] under the Vietnamese context. Vocabulary knowledge was important for learners' language mastery.…”

Section: Collocational Errors and Problems In Efl Learners' Academic Writingmentioning

confidence: 92%

“…It was said that EFL learners could use a variety of collocations, but it does not necessarily mean that they can perform the true mastery and fluency of the target language [15], [16], [17], [18]. Moreover, mother tongue impact, linguistic properties of collocations, educational context, learners' cognitive and metacognitive abilities, learners' language proficiency, teachers' and learners' perception of collocations, and the use of corpus-based materials might make contributions to learners' collocational acquisition [3], [4], [12], [13], [19], [20], [21], [22], [23], [24], [25], [26], [27], [28], [29], [30], [31], [32], [33], [34], [35], [36], [37], [38], [39]. Understanding all of this, the explorations of learners' and teachers' insights into using collocations to enhance academic writing, including the role, arising problems, and practical solutions, might yield valuable results under the current research setting.…”

Section: Introductionmentioning

confidence: 99%

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Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

Duong¹,

Nguyen²

2021

Advances in Social Science, Education and Humanities Research

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As a formulaic language, collocations have brought benefits and challenges to EFL learners' academic writing. These chunks' functions in academic writing need examining for a long time. Under certain constraints of the research setting, the current study explored both students' and lecturers' standpoints on using collocations to enhance academic writing. As one of quite a few studies in the Vietnamese context, the research included 47 English-major juniors and 5 English lecturers at Van Lang University, Hochiminh City, in the first semester of 2020-2021 academic year. Two research instruments were employed: the online questionnaire (to students) and the email interview (to lecturers). Thematic analysis and descriptive statistics by SPSS (version 20) were utilized to describe both stakeholders' insights into the research problem. Major findings illustrated that the students' demotivation of extensive reading and collocational practice were additional barriers to the collocational acquisition. Learners' and teachers' perspectives on the benefits of collocations in academic writing are congruent; however, the ignorance of collocations in language instruction and ineffective learning strategies might cause many constraints. The study results might provoke questions of whether using corpus-based tools (instructed or non-instructed) could have any impact on students' collocation use in their academic writing. Thus, the results might draw attention to the need of teachers' and learners' reflection and recommends a few ideas for future research.

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Section: Discussionsupporting

confidence: 88%

Section: Collocational Errors and Problems In Efl Learners' Academic Writingmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

Duong¹,

Nguyen²

2021

Advances in Social Science, Education and Humanities Research

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“…Ataş (2018) measured the vocabulary size of 33 undergraduate students in Turkey and found that on average they scored 27.21, 22.76, and 18.00 at the 2,000, 3,000, and 5,000-word levels respectively. Dang (2020) investigated the vocabulary size of 442 Vietnamese EFL learners from non-English majors. She found that, on average, the students scored below the expected minimum standard: 27.73 at the 1,000-word level, 19.96 at the 2,000-word level, 13.11 at the 3,000-word level, 10.23 at the 4,000word level, and 7.95 at the 5,000-word level.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The test has been widely accepted and used by researchers in different contexts (e.g. Dang, 2020;Durbahn et al, 2020;Sun & Dang, 2020).…”

Section: Instrumentsmentioning

confidence: 99%

The Correlation Between Indonesian University Students’ Receptive Vocabulary Knowledge and Their Reading Comprehension Level

Hartono¹,

Prima²

2021

Indonesian J. Appl. Linguist.

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While the literature has shown that vocabulary mastery affects reading comprehension, only a few Indonesian researchers investigated this. To narrow this gap, this study aims to: 1) measure Indonesian university students' knowledge of receptive vocabulary, 2) measure their reading comprehension level, and 3) investigate the association between the two variables. The participants in this study were 168 first-year university students from a private university implementing English-medium instruction (EMI). We utilized the updated vocabulary level test to measure their receptive vocabulary size and the IELTS academic reading test to measure their reading comprehension level. The participants mean scores on the updated VLT were 28.73, 26.63, 22.27, 22.42 and 23.12 at the 1,000, 2,000, 3,000, 4,000, and 5,000-word level respectively. Only 34 out of 168 participants could be considered to have a sufficient vocabulary size. On average they scored 16.08 (SD = 7.96) on the IELTS academic reading test, which was roughly equivalent to 5 in IELTS band score. We also found strong and significant correlations between the participants’ scores on the IELTS academic reading test and the updated VLT at all levels, with the largest effect size on the 4,000-word level (r = .71, p .001, BCa 95% CI [0.64, 0.78], r2 = .50). These findings indicated that the participants did not have sufficient vocabulary knowledge and had a low reading proficiency, potentially inhibiting progress in their academic pursuits. We discussed the findings in relation to the teaching of English in EFL, ESL, and EMI contexts. Practical implications of the findings are also discussed.

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Word lists and the role of academic vocabulary use in high stakes speaking assessments

Smith

Kyle

Crossley

2020

IJLCR

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The current study explored the extent to which academic vocabulary lists could meet the lexical demands of academic speaking assessments. Indices of word use from lists of academic and general vocabulary were used to predict speaking scores on three TOEFL tasks. The results found weak associations between list-item use and response scores that varied by task. Independent response scores were associated with the use of specialized vocabulary from the first level of the Academic Spoken Word List. Integrated campus situation response scores were most strongly associated with the use of unique words from the Academic Word List. Integrated academic course response scores were associated with the use of more sophisticated general vocabulary. Although the findings provide some support for the use of academic vocabulary lists in speaking assessment preparation, the weak effect sizes point to the need to develop lists of academic vocabulary specific to academic speaking and assessment.

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Vietnamese Non-English Major Efl University Students’ Receptive Knowledge of the Most Frequent English Words

Cited by 8 publications

References 33 publications

Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

The Correlation Between Indonesian University Students’ Receptive Vocabulary Knowledge and Their Reading Comprehension Level

Word lists and the role of academic vocabulary use in high stakes speaking assessments

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