Issues in matching learners to their reading levels using receptive vocabulary knowledge – A closer look at the vocabulary levels tests and scoring methods

Abstract

The vocabulary levels tests (VLT) are very powerful instruments for the measurement of learners' vocabulary knowledge and have been widely used by language teachers in the task of matching learners to their reading materials. However, their accompanying score interpretation methods have not been backed by research and concerns have been raised regarding these scoring methods' appropriateness. The study began by looking at the VLTs and their scoring methods since the day they were born and then went on to investigate potential issues in the scoring methods that have been used together with the VLTs: the cut-off score and vocabulary size score. Tests of receptive vocabulary knowledge and English reading proficiency were administered to 234 university students. Research findings problematized the application of VLTs and cut-off scores on the ranking of large groups of students and supported the use of vocabulary size score as a more suitable method for vocabulary knowledge research. Implications for teaching and learning were also provided.