The Relationship between Vocabulary

Acquisition and Reading

Comprehension in English Language
Learners

Dioscoro E. Montecalvo
MAED-ENG
 Rationale
(Bullet form with Citations)

• Evidence Gap (Contradictory Evidence Gap)-Contradictory

Findings in Second Language Acquisition: While there is extensive
research on second language acquisition, the specific relationship
between vocabulary acquisition and reading comprehension in the
context of Brilliant Legacy School has not been thoroughly
explored, creating a contradictory evidence gap (Dagalea et al.,
2022).
• Knowledge Gap (Knowledge Void Gap)- Lack of Comprehensive
Understanding: Despite the perceived importance of vocabulary
acquisition and reading comprehension, there is a knowledge gap
in comprehensively understanding how these two components
interact among students at Brilliant Legacy School (Dagalea et al.,
2022).

• Practical Knowledge Conflict Gap (Action-Knowledge Conflict

Gap)-Deviation in Teaching Practices: Variations in teaching
methods, resources, and social factors at Brilliant Legacy School
may lead to deviations in teaching practices from research
findings, creating a practical knowledge conflict gap (Shadiev and
Yang, 2020).
 Rationale
• Methodological Gap( Method and Research Design Gap)-To generate new
insights and avoid distorted findings, there is a methodological gap that necessitates
a variation in research methods, especially in exploring the nuanced relationship
between vocabulary acquisition and reading comprehension (Shadiev and Yang,
2020).
• Empirical Gap (Evaluation Viod Gap)-Existing research findings or propositions
related to vocabulary acquisition and reading comprehension may lack empirical
verification, indicating an empirical gap that this study aims to address (Hao et al.,
2019).
• Theoretical Gap (Theory Application Void Gap)-A theoretical gap exists as theory
application to specific research issues, particularly in the context of Brilliant Legacy
School, is lacking, hindering the generation of new insights (Hao et al., 2019).
• Population Gap- Certain populations at Brilliant Legacy School may be under-
researched or inadequately represented in the evidence base, creating a population
gap in understanding the relationship between vocabulary acquisition and reading
comprehension (Shadiev and Yang, 2020).
 What study says about your topic?
• Author 1 (Study by Nation (2014): Nation emphasizes the
importance of a vast vocabulary in reading comprehension. He
suggests that a rich vocabulary enables learners to decode and
understand written text effectively (Nation, 2014).)
• Author 2 (Research by Zhang and Zhang (2018): Zhang and
Zhang investigate the impact of technology on vocabulary acquisition
and reading comprehension. They explore how digital resources and
tools influence language learning.)
• Author 3 (Study by Laufer and Nation (2017): Laufer and
Nation delve into vocabulary learning strategies and their influence
on reading comprehension. They explore how learners employ
various techniques to acquire and retain new words.)
 Research Questions/ Objectives of
the Study

1. What is the demographic profile of the respondents?

2. What is the level of learners' Vocabulary Acquisition?
3. What is the level of learners’ reading comprehension?
4. Is there a significant difference in learners' reading
comprehension when grouped according to profile?
5. Is there a significant relationship between learners' vocabulary
acquisition and reading comprehension?
Methodology

▪ Design : Descriptive correlational research design

▪ Sampling Frame : stratified random sampling technique

▪ Number of Participants : 101

▪ Instruments (A modified questionnaire is used to gather data on demographic

profiles, vocabulary acquisition, and reading comprehension. The questionnaire
is validated by 2 experts on the field of study and pilot tested with 30
respondents which is not included in the actual sample.
▪ Data Gathering: Data are collected through face-to-face distribution of the
modified questionnaire. The researcher personally administers the questionnaire
to participants, providing clarifications if needed. The use of a questionnaire
allows for efficient data collection from a relatively large sample.
 Methodology

▪ Scoring : The 4-point Likert scale responses are assigned numerical values for
quantitative analysis.Ethical Considerations
▪ Data Analysis: Quantitative data are analyzed using descriptive statistics to
present an overview of the demographic profile, vocabulary acquisition levels,
and reading comprehension levels. The relationship between vocabulary
acquisition and reading comprehension is explored through correlation analysis.
Qualitative data, if present, are analyzed using coding techniques to identify
themes and patterns in responses, providing a comprehensive understanding of
the participants' experiences (Creswell, 2014).
 Results and Discussion

• Problem 1 : what is the demographic profile of the respondents?

Profile Characteristics Frequency Percentage
Male 35 34.65
Sex Female 66 65.35
Total 101 100
18 and below 68 67.33
19-22 32 31.68
Age
23 and above 0 0
Total 101 100
Self-Employed 27 26.73
Private Employee 12 11.88
Father’s Occupation
Government Employee 30 29.70
OFW 5 4.95
None 27 26.75
Total 101 100
Self-Employed 35 34.65
Mother’s Occupation Private Employee 12 11.88
Government Employee 13 12.87
OFW 12 11.88
None 28 27.72
Total 101 100
 Results and Discussion

• Problem 2 : What is the level of learners' Vocabulary

Acquisition?
Sub-dimensions Mean Std. Descriptio Interpretation
Deviation n

Vocabulary Size 3.29 0.60

Strongly
Very Effective
Agree

Vocabulary Retention 2.93 0.68

Agree Effective

Vocabulary Learning Strategies 3.13 0.64

Agree Effective
Overall Average Mean 3.16 0.63
Agree Effective

Legend: 1.00-1.75 (Very Ineffective), 1.76-2.50 (Ineffective), 2.51-3.25 (Effective), 3.26-4.00 (Very
Effective)
 Results and Discussion

• Problem 3 : What is the level of learners’ reading

comprehension?

Sub-dimensions Mean Std. Descriptio Interpretation

Deviation n

Literal Comprehension 3.01 0.67

Agree Good

Inferential Comprehension 3.03 0.68

Agree Good

Critical Comprehension 3.00 0.67

Agree Good
Overall Average Mean 3.01 0.67
Agree Effective

Legend: 1.00-1.75 (Very Ineffective), 1.76-2.50 (Ineffective), 2.51-3.25 (Effective), 3.26-4.00 (Very
Effective)
 Results and Discussion
• Problem 4: Is there a significant difference in learners' reading
comprehension when grouped according to profile?
Test of Significant Difference in Learners' Reading Comprehension when grouped
according to Profile
Learners' Reading Comprehension

Profile
T-Value P-Value Interpretation
Sex 31.054 .000 Significant

Profile
F-Value P-Value Interpretation
.000 Significant
Age 22.822
.000 Significant
Father’s Occupation 13.052
.000 Significant
Mother’s Occupation 44.942
Significant if P-value <0.05
Legend: Ho is rejected if Significant
Ho is accepted if Not Significant
 Results and Discussion
• Problem 5: Is there a significant relationship between learners'
vocabulary acquisition and reading comprehension?
Test of the Significant Relationship Between Learners' Vocabulary Acquisition and
Reading Comprehension

Reading Comprehension

R-Value P-Value Interpretation

Learners' Vocabulary
.468** .000 Significant
Acquisition
Significant if P-value <0.05
Legend: Ho is rejected if Significant
Ho is accepted if Not Significant
 Conclusion and Recommendations
Problem 1: Demographic Profile Problem 4: Difference in Reading
Conclusion: The study unveils a youthful population Comprehension Based on Profile
with gender and occupational variations. Conclusion: Significant differences in reading
Recommendation: Tailor educational interventions comprehension based on demographic
considering age, gender, and parental occupations for an profiles.
inclusive learning environment. Recommendation: Customize interventions
for varied profiles, considering age, gender,
Problem 2: Learners' Vocabulary Acquisition and parental occupation disparities.
Conclusion: Effective overall acquisition with retention
challenges highlights specific improvement areas.
Problem 5: Relationship Between
Recommendation: Introduce innovative retention
Vocabulary Acquisition and Reading
techniques, addressing identified challenges for
Comprehension
enhanced vocabulary skills.
Conclusion: Significant positive correlation
emphasizes the interconnected nature of skills.
Problem 3: Learners’ Reading Comprehension Recommendation: Integrate targeted
Conclusion: Good literal, inferential, and critical interventions to improve both vocabulary skills
comprehension with identified areas for improvement. and reading comprehension concurrently.
Recommendation: Design interventions to enhance
critical comprehension skills and address specific
improvement areas.
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