Academic vocabulary size as a predictor for early academic achievement - A case study of an easy-to-administer, low-stakes, post-entry test
DOI:
https://doi.org/10.51751/dujal19780Keywords:
vocabulary knowledge, vocabulary size, academic vocabulary, academic achievement, higher education, student successAbstract
This study investigates the predictive value of an academic vocabulary size screening test in Dutch for early academic achievement in higher education, in a context where Dutch is the predominant L1 of instruction. The research compares the performance of an academic vocabulary size screening test with a general vocabulary counterpart, revealing that the academic test exhibits slightly stronger reliability and similar associations with personal and educational characteristics, often with more pronounced effect sizes. Regression analyses demonstrate that academic vocabulary size significantly contributes to predicting Grade Point Average (GPA) and Cumulative Study Efficiency (CSE). However, prior secondary education remains the most critical predictor of academic achievement. The findings suggest that an academic vocabulary size screening test can be a valuable tool for supporting the initial success of incoming higher education students.
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