Investigating the Relationship between Vocabulary Knowledge and Academic Success of Arabic Undergraduate Learners in Swansea University

Abstract

AbstractThe number of Arabic learners studying abroad has increased significantly over the last decade, and continues to increase. To test such students’ proficiency with English in an academic setting, most universities use standardised exams, such as the Test of English as a Foreign Language (TOEFL) or the International English Language Test System (IELTS). Although these tools are considered valid entry tests (Taylor and Falvey, 2007) they don’t appear to be useful predictors of academic success (e.g. Cotton and Conrow, 1998). We have therefore tried to find alternative measures to help refine our ability to predict academic performance. These include vocabulary knowledge using the XK_Lex test (Milton & Al- Masrai, 2009); intelligence test (Wechsler Abbreviated Scale of Intelligence, WASI) and a foreign language aptitude test (Modern Language Aptitude Test, MLAT; Carroll & Sapon, 1959).36 Arabic undergraduate students in Swansea University participated in this study. The results of the measures were correlated with participants’ Grade Point Average (GPA) as a measure of academic achievement. The findings suggest that a vocabulary knowledge threshold of 5000 and above is necessary for L2 learners to undertake international education; below this volume of vocabulary, they risk failure or academic hardship during their studies. No correlation was found between intelligence or aptitude test scores and learners’ academic achievement, but a significant relationship was noted between intelligence and vocabulary knowledge, confirming the trend that learners with high intelligence scores are more likely to possess an extensive vocabulary than learners with low intelligence scores.