Vocabulary Knowledge Assessment of Iranian EAP Undergraduate Students

Khodabakhshi, Saloumeh; Daroonshad, Zahra; Moini, M. Raouf

doi:10.1016/j.sbspro.2014.03.504

Cited by 2 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the university level, aninteresting study comes from Iran. Khodabakhshi et al (2014) assessed the receptive vocabulary knowledge of Iranian undergraduate students who study English for academic purposes. Using Nation's (1983) Receptive Vocabulary Levels Test Version B and classroom observation, the results showed that the total vocabulary size for Engineering students was 4593.75, Humanities students 3432.5581 and Sciences students 3188.…”

Section: Literature Reviewmentioning

confidence: 99%

The Arab University Students’ Use of English General Service and Academic Vocabulary: A Lexical Development Study

El‐Dakhs¹

2015

ELT

View full text Add to dashboard Cite

In recent years, a number of studies have attempted to assess the English vocabulary knowledge of high-school students and undergraduate university students in contexts where English is a foreign language (EFL). The present paper explores the lexical development of Arab undergraduates at a Saudi University where EFL is the medium of instruction. The study employed a quantitative methodology. The lexical knowledge of 150 participants from different college years and fields of specialization was assessed both receptively and productively. The assessment focused on the participants' knowledge of the General Service List (GSL) and the Academic Word List (AWL) due to their prime importance for lexical competence in English. The results confirmed earlier findings that the lexical competence of EFL Arab university students is below the required level for coping with the demands of studying in an English-medium university. Findings also showed that production-based instruction may accelerate lexical development on the short-term, but on the long-term both input-based and production-based instruction support lexical development of EFL learners. The study concludes that lexical development of EFL learners needs to be carefully assessed to ensure the learners' ability to cope with the lexical demands of their educational programs. Hence, the study highly emphasizes the importance of enhanced English language support for students at all levels in Saudi universities.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The Arab University Students’ Use of English General Service and Academic Vocabulary: A Lexical Development Study

El‐Dakhs¹

2015

ELT

View full text Add to dashboard Cite

show abstract

“…Although it is useful to know the students' vocabulary knowledge to predict their language ability, the limited research on EAP students' vocabulary size and vocabulary level that focuses on high-frequency words is noticeable. Regarding the vocabulary size of EAP learners, an example is the research of Khodabakhshi, Daroonshad, and Moini (2014) that investigates the vocabulary size of Iranian EAP students from three faculties (Engineering, Sciences, and Humanities) at the University of Kashan. It is found that the students of the Engineering Faculty obtain the mean score, which was 4.593,75 or the highest mean score.…”

Section: Introductionmentioning

confidence: 99%

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

Siregar

2020

Lingua Cultura

View full text Add to dashboard Cite

The research aimed to know to what extent Indonesian English for Academic Purposes (EAP) students master high and midfrequency words (4.000-5.000). Besides, it aimed to know the vocabulary size of Indonesian EAP students. To fill the gap, the research examined 128 Indonesian EAP students from two private universities in Indonesia. To gather its data, the research employed the Vocabulary Level Test of Webb, Sasao, & Ballance, and the Vocabulary Size Test of Nation and Beglar. The research findings indicate that the participants have not yet mastered the high-frequency words and the mid frequency words from 4.000-5.000 word-families. The finding also reveals that the mean scores of the students’ vocabulary range between 6.000 and 10.000. It implies that the previous learning of the participants has not yet facilitated them to learn important vocabulary from 1.000 to 5.000 word-families. Thus, although they have a big vocabulary size, they might face problems when trying to understand some texts. The research findings are expected to increase English teachers’ awareness in general and EAP teachers’ awareness specifically of the importance of facilitating their students to learn high-frequency words.

show abstract

Vocabulary Knowledge Assessment of Iranian EAP Undergraduate Students

Cited by 2 publications

References 7 publications

The Arab University Students’ Use of English General Service and Academic Vocabulary: A Lexical Development Study

The Arab University Students’ Use of English General Service and Academic Vocabulary: A Lexical Development Study

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

Contact Info

Product

Resources

About