Having a high vocabulary size is crucial for young L2 learners who study at L1 schools. As a result of the high number of international students in the United Kingdom, many young Indonesian learners studying in L1 schools face a challenge in acquiring a second language and academic achievement. Studies about vocabulary size and academic achievement often focused on L1 speakers and EFL in home countries, but few studies discussed the topic of Indonesians studying in English-speaking countries. This study investigated the relationship between vocabulary size and academic achievement of Indonesian primary students living in Leeds, UK. Mixed methods were implemented using a picture vocabulary test to find ten participants’ vocabulary size and six interviews with parents to explore participants’ current academic achievement. The finding showed that, with the threshold of 87%, seven participants had passed in the 1000-word level, and there were only two students who had obtained the minimum in the 2000-word level. No participants had passed the minimum in the 3000-word level. By using thematic analysis, interview data showed that although vocabulary size might have no influence on several participants’ academic performance, it affects students’ engagement and class participation, as well as their academic achievement in non-English subjects. For future research, this study contributed to supporting multilingual learners and designing inclusive language education practices in a global context. 

Authors:
Tuti Awaliyah, University of Leeds, United Kingdom

About the Presenter(s)
Tuti Awaliyah, English language teacher. Her interests include second language acquisition and multilingual education. Her current project explores the relationship between vocabulary size and academic achievement of Indonesian

Connect on Linkedin
https://www.linkedin.com/in/tutiawaliyah

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