A Comparative Study of Measures of Vocabulary Knowledge and IELTS Proficiency Scores as Potential Predictors of Academic Performance (original) (raw)

This study was motivated by work related observations at Swansea University, which noticed the need for improved predictive assessments of international students’ potential academic performance, in order to better support them in-sessionally. Additionally, positive results from a range of studies linking vocabulary knowledge measures with proficiency levels and their capacity for predicting future performance in the four skills (Laufer, 1992; Staehr, 2008, Milton et al, 2010) directed an investigation into how effectively vocabulary scores could predict academic performance for L2 learners on a degree programme, and how these results would compare with the predictive capabilities of the International English Language Testing System (IELTS) proficiency bands. Data was collected from 20 students on a Swansea University Law exchange programme. The participants’ vocabulary scores were measured using the XK_Lex test (Masrai, 2009) and a Vocabulary Size Test (Nation & Beglar, 2007b). Subsequently, the students’ IELTS band scores and end of programme grade point averages were correlated with the vocabulary scores. The results of the study showed vocabulary knowledge measures to be a more reliable predictor of academic performance than IELTS. Following on from this, the pedagogical implications were explored and suggestions for in-session support were made.