The developments of EFL vocabulary sizes of high school students in Taiwan

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

EFL students tend to have a common problem of insufficient vocabulary. Some studies argued that English vocabulary was one of the most difficult areas in terms of learning English. The participants (N=1938) were asked to take the English vocabulary tests in spelling, reading, and listening. After the tests, vocabulary Quotient (VQ) was used to estimate the actual size of English vocabulary of the participants. The findings of this study were generalized as the following: (1) the growing rate of English vocabulary in spelling was about 1197 words per year, the growing rate of English vocabulary in reading was about 1443 words per year, and the growing rate of English vocabulary in listening was about 1402 words per year, (2) the growth of vocabulary size in spelling was the least, and (3) the growth of vocabulary size in reading was the greatest. Results of this study suggested that English learners did not tend to equally develop their vocabulary sizes in the areas of spelling, reading, and listening.

Original languageEnglish
Title of host publicationProceedings of the 19th International Conference on Computers in Education, ICCE 2011
Pages3-9
Number of pages7
Publication statusPublished - 2011 Dec 1
Event19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai, Thailand
Duration: 2011 Nov 282011 Dec 2

Publication series

NameProceedings of the 19th International Conference on Computers in Education, ICCE 2011

Other

Other19th International Conference on Computers in Education, ICCE 2011
CountryThailand
CityChiang Mai
Period11/11/2811/12/2

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Keywords

  • EFL
  • Vocabulary quotient
  • Vocabulary size

ASJC Scopus subject areas

  • Education

Cite this

Ho, H. F. (2011). The developments of EFL vocabulary sizes of high school students in Taiwan. In Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 (pp. 3-9). (Proceedings of the 19th International Conference on Computers in Education, ICCE 2011).