Receptive and Productive Collocational Knowledge, Vocabulary Size, Motivation, and Self-Efficacy in ESL Reading Comprehension
Main Article Content
Keywords
Collocational knowledge, motivation, reading self-efficacy, ESL reading comprehension, Royal Malaysian Air Force technicians
Abstract
In reading research and pedagogy, it is important to understand the nuances of collocation competence in ESL learners’ reading comprehension of English-language learners, investigate the interrelationships, and evaluate the mutual effect. This study aimed to determine the relationship between receptive and productive collocational knowledge, vocabulary size, motivation, and reading comprehension performance of Royal Malaysian Air Force technicians, focusing on the setting of Institute Technology Aerospace (ITAS) in Kedah State in Malaysia. Using a quantitative design, three tests (receptive/productive collocations, vocabulary size) and two questionnaires (motivation, self-efficacy) were administered to 200 technicians studying English reading comprehension courses. These participants were selected through a random probability sampling technique to ensure an unbiased representation of the target population. Data were analysed descriptively and inferentially, conducting correlation and regression analyses. After determining the correlations, three regression models were conceived to evaluate the most contributing variable. The findings revealed that the receptive collocational knowledge of these ESL learners was the most predictive of their reading results, which briefly means that it enhances reading performance. Moreover, all variables had positive and significant correlations with reading performance. In contrast, receptive and productive collocational competence and vocabulary size had higher correlation values than motivation and self-efficacy. The study offers significant theoretical implications for the field of reading research, especially in the Southeast Asian region, and practical implications for teachers, learners, and assessors of ESL reading comprehension.
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References
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Bagci, H. & Unveren, D. (2020). Investigation of the relationship between metacognitive awareness of reading strategies and self-efficacy perception in reading comprehension in mother-tongue: sample of 8th graders. International Journal of Educational Methodology, 6(1), 83-98. https://doi.org/10.12973/ijem.6.1.83
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Begagi, M. (2014). English language students’ productive and receptive knowledge of collocations. ExELL (Explorations in English Language and Linguistics), 2(1), 46-67. Https://Doi.Org/10.1515/Exell-2016-0003
Cheng, C. K. (2007). College english majors’ receptive and productive vocabulary knowledge, in Proceedings of the 16th International Symposium and Book Fair on English Teaching, 347–356, Crane Publishing, Taipei, Taiwan.
Cain, K. & Oakhill, J. (2014). Reading comprehension and vocabulary: is vocabulary more important for some aspects of comprehension? L’Année Psychologique, 114(4), 647-662. https://doi.org/10.3917/anpsy.144.0647
Cameron, L. (2002). Measuring vocabulary size in english as an additional language. Language Teaching Research, 6(2), 145–173. https://doi.org/10.1191/1362168802lr103oa
Chen, J. C., & Kent, S. (2020). Task engagement, learner motivation, and avatar identities of struggling English language learners in the 3D virtual world. System, 88, 102168. https://doi.org/10.1016/j.system.2019.102168
Duong, D. T. H., & Nguyen, N. D. T. (2021). Using collocations to enhance academic writing: a survey study at Van Lang University. In the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (Asia CALL, 2021), 275-287. Atlantis Press, New York, NY. https://doi.10.2991/assehr.k.210226.035
Durrant, P. (2014). Corpus frequency and second language learners’ knowledge of collocations: A meta-analysis. International Journal of Corpus Linguistics, 19(4), 443–477. https://doi.org/10.1075/ijcl.19.4.01dur
Efriza, D., Deswarni, D., & Sepyanda, M. (2023). What can reading motivation do for improving student’s reading comprehension? Implications for reading instruction in the school. ENGLISH FRANCA: Academic Journal of English Language and Education, 7(1 May), 133–144. https://doi.org/10.29240/ef.v7i1.4344
El-Dakhs, D. A. S. (2015). The lexical collocational competence of Arab undergraduate EFL learners. International Journal of English Linguistics, 5(5), 60. https://doi.org/10.5539/ijel.v5n5p60
Elhassi, T. A., & Imssalem, N. (2017). Bridging The Gap Between Students’ Receptive And Productive Skills at Omar Al-Mokhtar University (Doctoral dissertation, University of Benghazi).
Epcacan, C., & Demirel, O. (2011). Validity and reliability study on the scale of belief self-efficiency reading comprehension. The Journal of International Social Research, 4(16), 120-128.
Farjami, A. (2023). Amalgamation of technology use and collocation-focused tasks in the expansion of reading comprehension capability of Turkish EFL learners after COVID-19 period biographical information. Shanlax International Journal of Education, 11(3), 83–91. https://doi.org/10.34293/education. v11i3.5892
Fitriani, D. (2017). The Relationship Between Collocational Knowledge And Reading Comprehension Achievement Of Undergraduate EFLstudents of English Education Study Program. (Undergraduate Thesis) UIN Raden Fatah Palembang, Palembang Theses.
Gablasova, D., Brezina, V., & McEnery, T. (2017). Collocations in corpus‐based language learning research: Identifying, comparing, and interpreting the evidence. Language learning, 67(S1), 155-179. https://doi.org/10.1111/lang.12225
Ginanti, E. (2020). The effect of learner differences and teaching of collocation on students’ collocation competence. Journey: Journal of English Language and Pedagogy, 3(1), 26–35. https://doi.org/10.33503/journey.v3i1.724
Green, C., Pantelich, M., Barrow, M., Weerasinghe, D., & Daniel, R. (2023). Receptive vocabulary size estimates for general and academic vocabulary at a multi-campus Australian University. Australian Review of Applied Linguistics. https://doi.org/10.1075/aral.21099.gre
Gulec, N. & Gulec, B. A. (2015). Lexical collocations (verb+ noun) across written academic genres in English. Procedia-Social and Behavioral Sciences, 182, 433–440. https://doi.org/10.1016/j.sbspro.2015.04.816
Gyllstad, H. (2009). Designing and evaluating tests of receptive collocation knowledge: COLLEX and COLLMATCH. In Researching Collocations in Another Language: Multiple Interpretations (pp. 153–170). London: Palgrave Macmillan UK. https://doi.org/10.1057/9780230245327_12
H. J. Chen. (1999). How many words do they know? Assessing Taiwanese College EFL receptive and productive vocabularies, in Proceedings of the 16th Conference on English Teaching and Learning in ROC, 83–97, Crane Publishing, Taipei, Taiwan,
Hill, J. (2000). Revising priorities: From grammatical failure to collocational success, In Teaching Collocation: Further Developments in The Lexical Approach, M. Lewis, Ed., 47–69, Language Teaching Publications, 2000.
Hong, A. L., Rahim, H. A., Tan, K. H., & Salehuddin, K. (2011). Collocations in Malaysian English learners’ writing: A corpus-based error analysis. 3L, Language, Linguistics, Literature, 17.
Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, vol. 72, no. 3, 283–294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
Hsu, J. Y. (2010). The effects of collocation instruction on reading comprehension and vocabulary learning of Taiwanese College English Majors. Asian EFL Journal, 12(1), 47–87.
Hsu, J. Y., & Chiu, C.Y. (2008). Lexical collocations and their relation to the speaking proficiency of college EFL learners in Taiwan. Asian EFL Journal, 10(1), 183–204. https://doi.org/10.1075/aila.23005.hsu
Hultgren, A. K. (2019). English as the language for academic publication: On equity, disadvantage and ‘Non-Nativeness’ as a Red Herring. Publications, 7(2), 31. https://doi.org/10.3390/publications7020031
I. S. P. Nation. (2001). Learning vocabulary in another language. Cambridge University Press, Cambridge, UK. https://doi.org/10.14198/raei.2002.15.18-2
Ibrahim, M.H. E, Othman, K., Sarudin, I., & Muhamad, J. (2013). Measuring the vocabulary size of Muslim pre-university students. World Applied Sciences Journal, 21(21), 44-49.
IELTS. (2014). Free Online IELTS Reading Practice Tests. https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/reading (Retrieved on 1/1/24).
J. C. Alderson. (2000). Assessing Reading, Cambridge University Press, Cambridge, UK.
Jeensuk, S., & Sukying, A. (2021). An investigation of high school efl learners’ knowledge of English collocations. Journal of Applied Linguistics and Language Research, 8(1), 90-106.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111
Keshavarz, M. H., & Salimi, H. (2007). Collocational competence and cloze test performance: a study of Iranian EFL learners. International Journal of Applied Linguistics, 17(1), 81-92. https://doi.org/10.1111/j.1473-4192.2007.00134.x
Khan, T. J., Shaik-Abdullah, S., & Sani, A.M. (2008). The impact of english teachers on ESL pre-university students’ l2 reading motivation in Pakistan. Journal of Advances in Humanities Research ISSN, 2948, 4863. https://doi.org/10.56868/jadhur.v2i3.152
Kirmizi, Ö. (2014). Measuring vocabulary learning strategy use of Turkish EFL learners in relation to academic success end vocabulary size. World Journal of Education, 4(6), 16–25. https://doi.org/10.5430/wje.v4n6p16
Kotchana, S. & Tongpoon-Patanasorn, A. (2015). EFL learners’ vocabulary size: A case in the Northeastern Region of Thailand. ASEAN Journal of Education, 1(1), 9-26.
Li, H., & Gan, Z. (2022). Reading motivation, self-regulated reading strategies, and English vocabulary knowledge: which most predicted students’ English reading comprehension? Frontiers in Psychology, 13, 1041870. https://doi.org/10.3389/fpsyg.2022.1041870
Li, H., Paterson, K. B., Warrington, K. L. & Wang, X. (2022). Insights into the processing of collocations during L2 English reading: Evidence from eye movements. Frontiers in Psychology, 13, 845590. https://doi.org/10.3389/fpsyg.2022.845590
Lien, H. Y. (2003). The effects of collocation instruction on the reading comprehension of Taiwanese college students. Indiana University of Pennsylvania.
Ma, Y. H., & Lin, W. Y. (2015). A study on the relationship between English reading comprehension and English vocabulary knowledge. Education Research International, 2015. https://doi.org/10.1155/2015/209154
Maharam, M. E. (2021). Transnational cultures of Malaysian, Indonesian, Singaporean, and Philippine national cinema. Transnational Screens, 12(2), 134-149. https://doi.org/10.1080/25785273.2021.1962065
Mueller, C. M. (2011). English learners’ knowledge of prepositions: Collocational knowledge or knowledge based on meaning? System, 39(4), 480-490. https://doi.org/10.1016/j.system.2011.10.012 1.
N. Schmitt, D. Schmitt, & C. Clapham. (2001). Developing and exploring the behavior of two new versions of the vocabulary levels test. Language Testing, vol. 18, 55–88. https://doi.org/10.1177/026553220101800103
Pallant, J. (2020). SPSS Survival Manual: A step-by-step guide to data analysis using IBM SPSS. McGraw-Hill Education (UK). https://doi.org/10.4324/9781003117452
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11(4), 357–383. https://doi.org/10.1080/10888430701530730
Qian, D.D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, vol. 52, no. 3, 513–536. https://doi.org/10.1111/1467-9922.00193
Raissi, R., & Roustaei, M. (2013). On the relationship of reading strategies, extensive reading, and self-efficacy. Procedia Social and Behavioral Sciences, 90, 634-640. https://doi.org/10.1016/j.sbspro.2013.07.135
Ratnam, T.T. (2012). The english language needs of aircraft maintenance engineering students at A Private College/Thevarajah T. Ratnam (Doctoral dissertation, University of Malaya).
Rogers, J.M. (2024). On second language learner acquisition of English collocations. Vernon Press.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159-172. https://doi.org/10.1080/10573560308219
Seven, M.A. (2020). Motivation in language learning and teaching. African Educational Research Journal, 8, 62-71.
Singh, S. S. P. (2018). The use of the ADFELPS writing scale to test the writing levels of Malaysian Armed Forces officers. Zulfaqar Journal of Defence Management, Social Science & Humanities, 1(1). https://doi.org/10.24297/jssr.v5i3.3377
Shea, M. & Ceprano, M. A. (2017). Reading with understanding: A global expectation. Journal of Inquiry and Action in Education, 9(1), 4.
Skehan, P. (2009). Lexical performance by native and non-native speakers on language-learning tasks. In Vocabulary Studies in First and Second Language Acquisition: The Interface Between Theory and Application 107–124. London: Palgrave Macmillan UK. https://doi.org/10.1057/9780230242258_7
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Jun 23, 2025
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Husin, N., & Rawian, R. (2025). Receptive and Productive Collocational Knowledge, Vocabulary Size, Motivation, and Self-Efficacy in ESL Reading Comprehension . Jurnal Arbitrer, 12(2), 138–152. https://doi.org/10.25077/ar.12.2.138-152.2025
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