Exploring the Predictors of Academic Vocabulary Proficiency among First-Year University Students

Abstract

Reading is an integral part of learning and supports academic success. Reports on the reading crisis in South Africa raise concerns about its impact on students' academic achievement. Integral to reading comprehension is vocabulary knowledge. This study explores the associations between academic vocabulary proficiency and various predictors among first-year university students. The study employs a three-stage analysis, which includes univariate analysis, bivariate analysis, and multiple linear regression analysis, to: (1) identify the predictors related to academic vocabulary proficiency, (2) explore the associations between academic vocabulary proficiency and each selected predictor, and (3) examine the extent of the relationships between academic vocabulary proficiency and the selected predictors. The findings reveal statistically significant and nuanced relationships between University Word List (UWL) scores and factors such as the reading strategies taught (or not taught) in high school, as well as proficiency at the 2000-, 3000-, and 5000-word levels. The study adds to the insights on academic reading and provides valuable insights for future research into the predictors of academic vocabulary proficiency and academic reading more broadly.