Relationship Between Vocabulary Size and TOEIC Reading Achievement Among Undergraduate Students

Sivakorn Tangsakul

doi:10.60027/ijsasr.2024.3896

Authors

Sivakorn Tangsakul Faculty of Liberal Arts and Science, Nakhon Phanom University, Thailand https://orcid.org/0009-0003-6982-4673

DOI:

https://doi.org/10.60027/ijsasr.2024.3896

Keywords:

Vocabulary Size; , TOEIC Reading Item Types; , Reading Achievement

Abstract

Background and Aim: This study investigated the potential correlation between vocabulary knowledge, as measured by the updated Vocabulary Levels Test (Webb, Sasao & Ballance, 2017), and performance across three distinct sections of the TOEIC reading part—namely, incomplete sentence, text completion, and reading comprehension.

Materials and Methods: A total of 88 undergraduate students participated in the study, and their scores underwent analysis through Pearson Correlation and Standard Multiple Regression tests.

Results: The findings indicated a significant correlation between performance in two TOEIC test components (incomplete sentence and reading comprehension) and overall proficiency as measured by the updated Vocabulary Levels Test.

Conclusion: Based on the findings, the vocabulary knowledge assessed by the updated Vocabulary Levels Test serves as a robust and meaningful predictor for incomplete sentence and reading comprehension types in the TOEIC test.

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