Investigating the Degree of Knowledge Displayed in Productive Vocabulary Tests (Lex30) by Saudi Learners in UK Universities
Abstract
For both researchers and teachers of second language acquisition who develop vocabulary tests, the assessment of vocabulary is an essential reference for them. However, classroom teachers and researchers are challenged by criterion comprehension within the necessary vocabulary assessment design and validation. Still, the growing number of experimental studies related to second language (L2) learning requires a valid and practical method of measuring English vocabulary, proficiency, and knowledge. On this basis, this study aimed to assess the validity of Lex30, a widely used productive vocabulary test designed by Meara and Fitzpatrick (2000). The objective of the study was to determine how well the test is able to reflect the real lexical ability of a learner. The study compared the results obtained using Lex30 with those of another vocabulary test: the Vocabulary Knowledge Scale (VKS) test, developed by Paribakht and Wesche (1993). It was expected that through this comparison, clearer comprehension of the performance of Lex30 and an understanding of the learners’ vocabulary knowledge would emerge. The study involved 20 English language learners studying in master’s degree programs at Swansea University in the UK. All participants shared an Arabic language background, and their English proficiency ranged between the upper-immediate and advanced levels. This study’s findings validate the usefulness of the Lex30 test for reflecting the language proficiency of learners under specific conditions. However, the ability of the students whose achieved high Lex30 scores may be attributed to their confidence in producing infrequent words that they do not always completely understand. From the data collected, it can be concluded that as a quick productive assessment, the Lex30 test demonstrates considerable potential, which could be employed together with other tests.