The Relationship Between Depth of Academic English Vocabulary Knowledge and Academic Success of Second Language University Students

This study investigates the relationship between depth of academic vocabulary knowledge and success among Saudi English-as-a-foreign-language university students. Fifty fourth-year students majoring in English completed a test, Word Associates Test (WAT), based on Academic List (AWL). Then, students’ grade point averages (GPAs) were obtained as measure success. Furthermore, learning strategy (VLS) questionnaire was administered to explore use various VLSs. In addition, two focus group discussions conducted elicit participants’ views experiences learning. The scores WAT positively correlated ( r = .407, p < .01) with GPA. Results regression analysis show that accounted for 16.6% variance Analysis data VLSs reveals participants medium-level VLS users who employed metacognitive strategies most frequently. Strategies involve focused intentional learning, such from word cards wordlists, reported be used least. present support previous findings breadth studies high predictive power relation Implications results teaching are considered.