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| Relationship of Vocabulary Mastery and Reading Comprehension of 2nd Year BSED English Major Students of Gordon College A.Y. 2021 - 2022
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Aratea, Marko L.; Placido, Cheryl Ara L.; Amarille, Danica Hanna M.,; Tiu, Ashlie Mae; Almodovar, Louie P.; Rells, Josephine L.; Dr. Grate-Orlando, Mary Jean
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Abstract:
Vocabulary mastery and reading comprehension are considered pivotal in language learning. Many studies linked and investigated the relationship of these two variables for the past few years; however, only few of them included the factors that influences the relationships to improve language learning and acquisition. The study examined the relationship between vocabulary mastery and reading comprehension of students to provide innovative English language teaching. It determined if both skills affect respondents' profiles. It also investigated factors affecting both skills. This quantitative correlational study examined 13 male and 37 female second-year BSED-English major students in Gordon College, Olongapo City, Philippines last A.Y. 2021-2022. Data was collected using an adapted questionnaire with five sections-Respondent's Profile, Extent of Factors Affecting Both Skills, and Vocabulary and Comprehension Tests. The study found no correlation between learner's profile and vocabulary mastery and reading comprehension. Beliefs about vocabulary learning, metacognitive strategies, inference, and dictionary usage impact students' vocabulary mastery. Learning preferences, motivation, techniques, and text affect reading comprehension. Most of English majors are proficient and some attained below-proficient scores. The researchers found that there is a high significant relationship between vocabulary mastery and reading comprehension. The study was limited to English majors and focuses only in vocabulary mastery and reading comprehension. This suggested that vocabulary mastery improves reading comprehension, and reading comprehension requires vocabulary knowledge to understand text. The study explored the factors and not only correlation of both skills which may contribute to linguistic field of teaching.
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