GROUP 1 RRL & RRS
Tittle: An Assessment of the Vocabulary Knowledge of Students in the Final Year of
Secondary Education. Is Their Vocabulary Extensive Enough?
Author: Carmen Olmos
Source: [Link]
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bM_4L3pWRMl_UKzDdHUUm6qUoWwQu3MNM2XxhL-
ldcJsmhDKn4daL9w2PzVm7TUqL8Q0mBIHHo&s=1
Type: RRL
Relevance: Assessing vocabulary is important because it helps us understand how well
students are learning and using language. It doesn’t just tell us what words they know,
but also how they use them in context. By focusing on the reasons behind the
assessment and the specific areas we want to measure, we can choose the right tools
and methods. This ensures that our teaching is more effective and that students build
strong vocabulary skills, which are essential for communication and overall language
success.
Tittle: Dynamic Assessment of Vocabulary: A Systematic Literature Review
Author: yxx5304@[Link]
Type: RRL
Source: [Link]
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G4dtJ1l7p3f0QmN8hdrUfJqvy7iITkVHIOMmsK4JrawEdxRF0g4Sn81HZxmyP6cKc
EinRJmItBKXOIiLps&s=1
Relevance: This review highlights a significant gap in research on dynamic assessment
(DA) of vocabulary for L2 learners. Most existing studies focus on only one aspect of
vocabulary knowledge and rely heavily on quantitative methods. To better support
learners, future research should develop more comprehensive DA tools and explore
qualitative approaches that capture deeper insights into vocabulary development,
motivation, and individual learning needs
Tittle: Tools and teaching strategies for vocabulary assessment and instruction: A
review
Author: Emilie Dujardin , Pauline Auphan (1) , Nicolas Bailloud , Jean Ecalle (1) , Annie
Magnan
Source: [Link]
Type: RRL
Relevance: Tools and teaching strategies for vocabulary assessment and instruction are
essential because they help teachers track progress and improve learning. Quizzes,
games, and word journals show which words students understand, allowing lessons to
be adjusted to their needs. Strategies like word maps, teaching prefixes/suffixes, and
using words in sentences build deeper understanding beyond memorization.
Technology, such as apps and interactive games, makes practice engaging and provides
instant feedback. Together, these tools and strategies ensure students learn, retain, and
apply vocabulary effectively in speaking, reading, and writing.
Tittle: measuring the contribution of vocabulary knowledge to proficiency in the four
skills
Author: James Milton
Source: [Link]
hl=en&lr=&id=u9leCgAAQBAJ&oi=fnd&pg=PA57&dq=related+review+of+literatu
re+about+assessing+vocabulary+skills&ots=DrQx9cw5JY&sig=pPaCS67i3PDKspl
U2t44cmIokVQ
Type: RRL Relevance:
L2 vocabulary acquisition, knowledge and use
This book is intended for researchers and students in the field of second language (L2)
acquisition
Tittle: Vocabulary assessment: What we know and what we need to learn
Author: P David Pearson, Elfrieda H Hiebert, Michael L Kamil
Source: [Link]
Type: RRL
Relevance: Vocabulary assessment is important because it helps determine how well
learners can acquire, understand, and use words in different contexts. Understanding
what we already know allows us to design effective tests, while recognizing what we
still need to learn helps improve how vocabulary knowledge is measured, especially in
real communication. This balance ensures more accurate evaluation and supports
better teaching and learning practices.
Title: Assessing vocabulary Author: John Read
Source:[Link]
[Link]
Type:RRL
Relevance: Assessing the vocabulary knowledge of second language learners is both
necessary and reasonably straightforward. It is necessary in the sense that words are
the basic building blocks of language, the units of meaning from which larger structures
such as sentences, paragraphs and whole texts are formed. For native speakers,
although the most rapid growth occurs in child- hood, vocabulary knowledge continues
to develop naturally in adult life in response to new experiences, inventions, concepts,
social trends and opportunities for learning. For learners, on the other hand, acquisition
of vocabulary is typically a more conscious and demand- ing process. Even at an
advanced level, learners are aware of limita- tions in their knowledge of second
language (or L2) words. They experience lexical gaps, that is words they read which
they simply do not understand, or concepts that they cannot express as adequately as
they could in their ®rst language (or L1). Many learners see second language
acquisition as essentially a matter of learning vocabulary, so they devote a great deal of
time to memorising lists of L2 words and rely on their bilingual dictionary as a basic
communicative resource. Moreover, after a lengthy period of being preoccupied with
the devel- opment of grammatical competence, language teachers and applied linguistic
researchers now generally recognise the importance of vocabulary learning and are
exploring ways of promoting it more effectively. Thus, from various points of view,
vocabulary can be seen as a priority area in language teaching, requiring tests to
monitor the learners' progress in vocabulary learning and to assess how adequate their
vocabulary knowledge is to meet their communication needs. Vocabulary assessment
seems straightforward in the sense that word lists are readily available to provide a
basis for selecting a set of words to be tested. In addition, there is a range of well-known
item types that are convenient to use for vocabulary testing.
TITLE: Assessing University Students’ Self-Reported Vocabulary Learning Strategy Use
Author: Yirgalem Girma, Haramaya University,Ermias Mulat Tesema, Haramaya
University,Yeneneh Wubetu Berhanu, Haramaya University
TYPE: RRL
Relevqnce :Learning vocabulary is a vital component of language learning; without this
integral component of language communication becomes hardly meaningful. Thus,
students are expected to have rich vocabulary power that enables them to communicate
successfully via listening, speaking, reading, and writing; it assists students in
expressing a range of meanings in various communicative situations for various
purposes. This demands students to learn vocabulary using diverse vocabulary learning
strategies that assist them in learning (internalizing, storing, recalling, and using) words
properly. However, several students barely manage vocabulary learning tasks and/or
use appropriate and diverse vocabulary in English classes.
Title: Flipped Classrooms and Their Effect on Omani Students' Vocabulary Achievement
and Motivation towards Learning English
Author/s: Al Oasmi, Amal Mohammed Bati; Al Barwani, Al Seyabi, Fawzia
Year: 2023 Source: [Link]
Relevance: This study is relevant because it shows that the Flipped Classrooms and
Their Effect on Omani Students' Vocabulary Achievement and Motivation towards
Learning English shows that the method can help improve the students vocabulary and
can help
enhance their skills in English language which is this study is aligns with the goals of the
current research study, which is the assess vocabulary skills as a foundation for
designing and effective language development strategies.
Title: The Interplay of Home Language Use, Oral Language and Early Reading and
Writing Skills in Singaporean Bilingual Children's English and Chinese Languages
Author/s: Baoqi Sun, Beth Ann O’Brien
Year: 2025
Source: [Link]
Relevance : The study of Interplay of Home language focuses on how the student’s
home language and speaking skills affect how well they learn how to improve their
vocabulary and their reading, writing and comprehension in school. This study connects
to the study about assessing vocabulary because both of the studies focus on the skills
that will remind us specially the students that the language starts and develops by daily
using language.
Title: Exploring Relations between Teachers' Language- and Code-Based Writing
Supports to Early Literacy and Vocabulary Learning in Children with Language
Vulnerabilities
Author/s: JeanMaria Farrow, AnneMarie H. Hindman; Barbara A. Wasik
Year: 2024 Source: [Link]
Relevance: This study aligns to the research study about assessing vocabulary because
it shows the way of the teachers to support and help the students with their difficulties
learning vocabulary. This study aims to prove that the teachers show the way they help
students by writing practice and also giving clear instructions that can help them to
grow in language learning.
Title: Exploring Vocabulary Proficiency and Psychological Factors Among Grade 10
Students Authors: Roma, J. M., & Erellana, M. L. (2024)
Source: Understanding Vocabulary Knowledge of Secondary Students: A Convergent
Study. Published in Psych Educ, 2024, 27(10):1079-1102. Available at: Index
Copernicus/Journals (ISSN 2822-4353).
Type: Review of Related Literature (RRL)
Relevance: The study is highly relevant because it evaluates the vocabulary knowledge
and associated psychological and motivational factors among Grade 10 students,
aligning closely with research focused on vocabulary skills assessment in secondary
education. It uses a convergent parallel mixed-method approach to gain thorough
insights into vocabulary comprehension, usage, and the emotional and motivational
barriers students face. Its recommendations for addressing low vocabulary proficiency
and enhancing student motivation provide actionable guidance for improving
vocabulary teaching and learning in similar educational contexts.
Title: The Effectiveness of the Word Chains Strategy in Vocabulary Acquisition of Grade
10 Students Authors: Lacson, A. R., & Cruz, M. T. (2024) Source: Published in the
International Journal of Research Studies in Social Sciences (IJRSS), Volume 8, Issue 9,
2024, pp. 3847-3857.
Type: Review of Related Studies (RRS)
Relevance: This study is highly relevant because it empirically tests a vocabulary
enhancement strategy specifically for Grade 10 students, directly aligning with the
original study's focus on assessing and improving vocabulary skills among the same
educational level. The use of Word Chains as an interactive, gamified instructional
method provides practical insights and evidence-based approaches for vocabulary
development. Its findings about the strategy’s effectiveness in improving retention and
application of vocabulary contribute directly to designing better teaching interventions
for secondary school students.
Title: Vocabulary Learning Strategies, Vocabulary Skills, and Integrative Motivation
Levels among University Students
Authors/The Proponents: Alpino Susanto (University of Karimun, Indonesia) Fazlinda
Ab Halim (Universiti Tun Hussein Onn Malaysia) Said Nuwrun (University of Karimun,
Indonesia) Source: Published in 2024, this study is featured in the International Journal
of Education or similar peer-reviewed outlets, with accessible full text available online
(e.g., through [Link] or ijournal repositories).
Type (RRL or RRS): Review of Related Studies (RRS)
Relevance: The study is relevant to vocabulary skills research as it investigates how
different vocabulary learning strategies and integrative motivation levels influence
vocabulary acquisition among university learners. Although the participants are
university students (rather than Grade 10 or secondary students), the findings about
the mediating effect of motivation and the use of strategic learning provide useful
insights applicable to vocabulary skill development in other educational contexts,
including secondary education. This makes it a valuable reference for understanding
factors that affect vocabulary proficiency beyond mere strategy use, emphasizing
motivation’s role in enhancing vocabulary skills.
Title: Vocabulary Skills Development Among Students: An Ethnography
Authors: Charito G. Ong, Elva S. Maramara, Sophomore T. Vacalares, K. Marie D. Zambas
(University of Science and Technology of Southern Philippines)
Source: Presented at the ICEduTech 2019 Conference and published by the
International Association for Development of the Information Society (IADIS). The full
study is indexed in ERIC (ED601179) and accessible as a conference paper.
Type (RRL or RRS?): Review of Related Studies (RRS)
Relevance: This study is relevant because it explores how vocabulary skills develop in
real classroom settings among secondary (high school) students, closely matching the
target population of Grade 10 students in the original study. It provides detailed
insights into teaching approaches, timing of vocabulary instruction, and student
engagement with new words, all vital to understanding and improving vocabulary skill
assessment and instruction. The ethnographic method offers an in-depth look at actual
classroom dynamics around vocabulary development, making it a valuable complement
to research focused on vocabulary proficiency and pedagogy.
Title: Enhancing Students' Vocabulary through Authentic Materials and Strategies\
Authors: Marlin Steffi Marpaung/Hardi Jhon Pinondang Situmeang2Graduate School of
Univer
Source: ERIC Link: [Link]
Type: Research Study (RRL)
Relevance: Discusses the importance of authentic materials in vocabulary learning and
effective strategies, relevant to language development strategies in the classroom.
Title: Students' Vocabulary Skills in Relation to their Reading Comprehension in
Language Literature
Authors: Jhea Mae M. Corpuz1, Apple N. Morales2, Analyn S. Clarin 3, Beverly B. Dionio4,
Joel V. Cocolan5
Source: RSIS International Journal (Open source) Link:
[Link]
in-relation-to-their-reading-comprehension-in-language-literature/
Type: Research Study (RRS)
Relevance: Examines the relationship between vocabulary skills and reading
comprehension, important for understanding vocabulary's role in language
development.