Relationship of Vocabulary Knowledge with Reading Comprehension of Undergraduate Level Pakistani EFL Learners in Khyber Pakhtunkhwa

Abstract

Vocabulary knowledge plays an important role in successful reading comprehension. This study aimed at exploring the relationship between vocabulary knowledge and reading comprehension gains of undergraduate level Pakistani EFL learners in the selected public sector universities of Khyber Pakhtunkhwa. In addition, the study also investigated the strength of association between their vocabulary knowledge and reading comprehension gains. The sample of the study consisted of 300 undergraduate students, selected from six public sector universities. Pearson’s Correlation, ANOVA, and descriptive statistics were run to analyze data. Results revealed statistically significant correlation between vocabulary knowledge and reading comprehension skills of these learners. The strength of association was found to be medium or typical according to Cohen’s (1988) guidelines. Results also revealed statistically significant difference in the reading comprehension skills between male and female participants. Both these groups do not differ on vocabulary knowledge. Findings of this study provided important insights and empirical evidence about Pakistani L2 learners’ vocabulary knowledge and its role in their reading comprehension abilities. Findings of the study have important implication for developing effective materials and pedagogies for L2/EFL learners in Pakistan.