The relationship between the perception and knowledge of academic vocabulary among EFL and EMI university students

Abstract

Background. Academic vocabulary is considered an essential component in the English language courses in higher education establishments. A number of studies have illustrated that the use of academic words in students’ work alone cannot always promise high grades, since students’ opinion about the importance of academic words can also have an influence on their knowledge and use.

Purpose. The research aims to determine the relationship between the vocabulary level of learners and their beliefs about the importance of academic words at the tertiary level.

Methods. For this study, the first and third-year students (N=440) in two Uzbek universities completed a beliefs questionnaire to rate their perceptions of the significance of academic words in improving reading, writing, speaking, and listening skills in academia. The participants were also administered a vocabulary knowledge test to estimate their receptive dimension.

Results. The findings demonstrate that EMI students scored higher on the vocabulary test than EFL students and show that students’ perceptions of the significance of academic words changed in all four skills from the first to third year of study.

Conclusion. The article explores trends that emerged in the data and raises awareness for EAP teachers concerning the assumptions about students’ needs for vocabulary development based on learners’ perceptions and knowledge.