Speaker
Description
Vocabulary knowledge plays a crucial role in learners’ ability to comprehend and use the target language effectively. However, a key concern in ELT is whether the vocabulary demands of instructional materials align with learners’ actual lexical competence. This study investigates the extent to which the vocabulary load of an integrated-skills EFL textbook aligns with the receptive vocabulary knowledge of first-year university students in Vietnam. It examines both learners’ knowledge of the 3,000 most frequent word families and the vocabulary coverage provided by the textbook.
Data were collected through a receptive vocabulary test and analyzed using a vocabulary profiling tool. Findings show that students have strong knowledge of the most frequent 1,000 and 2,000 word families, but their knowledge significantly declines beyond these levels. Meanwhile, the textbook emphasizes high-frequency words and offers limited exposure to mid- and low-frequency vocabulary. The study also determines how many word families are needed for learners to achieve 95% and 98% coverage of the textbook, benchmarks often associated with adequate comprehension.
The results reveal a partial mismatch between the textbook's vocabulary content and students’ lexical readiness. This has important implications for vocabulary instruction, textbook selection, and curriculum development in EFL contexts. The study offers recommendations for supporting students’ vocabulary growth and selecting materials that better reflect learner needs and enhance the effectiveness of language learning programs.
Biography
Thi Thao Ly Pham is an English teacher at Nguyen Cong Tru Secondary School in Da Nang, Vietnam. She is a graduate of University of Foreign Language Studies – the University of Danang, Vietnam. Her dedication is to English education, particularly in developing innovative and effective learning strategies for her students.
Thi My Hang Nguyen holds a PhD in Applied Linguistics from Victoria University of Wellington, New Zealand. She is currently Head of the English Language Teaching Division at University of Foreign Language Studies – the University of Danang, Vietnam. Her research has been published in journals such as Language Teaching Research, Language Testing, and ITL – International Journal of Applied Linguistics.
