Exploring the Role of Vocabulary in EFL Learners’ Speaking Proficiency: A Mixed Methods Study
type: CreativeWork
description: Vocabulary occupies an essential place in speaking. Previous research has examined the vocabulary–speaking link by exploring lexical features and characteristics in spoken discourses, investigating the relationship between vocabulary knowledge and oral proficiency, and inspecting the association between lexical richness and speaking. However, little attempt has been made to integrate these approaches. This three-phase mixed-methods research aimed to resolve the complexities regarding the relationship between vocabulary and speaking in the context of tertiary-level English as a Foreign Language (EFL) learners in China from macro, meso and micro levels. At the macro level, Phase I aimed to quantitatively probe into EFL learners’ vocabulary repertoires and speaking proficiency, particularly to explore the contribution of EFL learners’ receptive, productive and aural vocabulary knowledge to their speaking proficiency. To achieve this aim, a total of 74 elementary to upper-intermediate tertiary-level students were invited to complete three vocabulary tests and one speaking task designed to measure three aspects of vocabulary knowledge (receptive, productive and aural) and speaking proficiency, respectively. Findings showed that all three aspects of vocabulary knowledge were significantly correlated with speaking proficiency and aural vocabulary knowledge made a significant, unique contribution to learners’ oral performance. At the meso level, Phase II examined the lexical dimension of learners’ performance in the speaking task. First, data were quantitatively analysed regarding lexical richness (lexical density, diversity and sophistication) and its relationship to speaking proficiency. Second, 74 students were categorised into four groups according to their speaking scores for the task (elementary, pre-intermediate, intermediate and upper-intermediate). The vocabulary use of each group was qualitatively inspected in terms of lexical features (lexical appropriateness, ac…
abstract: Vocabulary occupies an essential place in speaking. Previous research has examined the vocabulary–speaking link by exploring lexical features and characteristics in spoken discourses, investigating the relationship between vocabulary knowledge and oral proficiency, and inspecting the association between lexical richness and speaking. However, little attempt has been made to integrate these approaches. This three-phase mixed-methods research aimed to resolve the complexities regarding the relationship between vocabulary and speaking in the context of tertiary-level English as a Foreign Language (EFL) learners in China from macro, meso and micro levels. At the macro level, Phase I aimed to quantitatively probe into EFL learners’ vocabulary repertoires and speaking proficiency, particularly to explore the contribution of EFL learners’ receptive, productive and aural vocabulary knowledge to their speaking proficiency. To achieve this aim, a total of 74 elementary to upper-intermediate tertiary-level students were invited to complete three vocabulary tests and one speaking task designed to measure three aspects of vocabulary knowledge (receptive, productive and aural) and speaking proficiency, respectively. Findings showed that all three aspects of vocabulary knowledge were significantly correlated with speaking proficiency and aural vocabulary knowledge made a significant, unique contribution to learners’ oral performance. At the meso level, Phase II examined the lexical dimension of learners’ performance in the speaking task. First, data were quantitatively analysed regarding lexical richness (lexical density, diversity and sophistication) and its relationship to speaking proficiency. Second, 74 students were categorised into four groups according to their speaking scores for the task (elementary, pre-intermediate, intermediate and upper-intermediate). The vocabulary use of each group was qualitatively inspected in terms of lexical features (lexical appropriateness, ac…
author: Guo, Junyan
license: https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
date published: 2023
date modified: 2026-07-24T01:04:34Z
provider: University of Auckland
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: ResearchSpace@Auckland

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property ID: Handle
value: https://hdl.handle.net/2292/64622