Multiple-Level Vocabulary Knowledge Among Senior High-School Students

Abstract

This research employed the mixed-methods research (MMR) methodology to ascertain the current vocabulary knowledge of senior high school students. The MLVA tool, which underwent a validation process by the English teachers of the target respondents, was utilized to gauge the vocabulary knowledge of the 198 respondents to the study. Additionally, a semi-structured interview dealt with the limiting factors that the respondents view as playing a role in their current extent of vocabulary knowledge. These centered around attitudinal factors, socio-economic factors, social factors, and extra-curricular factors. It is revealed from the results that, while the trend is that the students fail to meet the set expectations of their teachers, as reflected in the results of the MLVA, their expression of confidence in their word knowledge received the lowest mean score. As for the limiting factors perceived by students that hinder their vocabulary knowledge, the interviews reveal that all four factors play significant roles, albeit in varying degrees. In light of the findings, the senior high school students have been revealed to be unable to reach the expected level of vocabulary knowledge for their grade level. Based on the results of the findings, intervention methods are therefore recommended to be implemented to augment the students' vocabulary knowledge. These can take the form of enrichment or supplementary lessons or the crafting of a vocabulary enhancement material (VEM) that directly targets the weaknesses of the students in terms of vocabulary knowledge.