THE RELATIONSHIP BETWEEN ENGLISH LANGUAGE HABITS AND VOCABULARY SIZE AMONG JUNIOR HIGH SCHOOL STUDENTS  IN TALIPAO NATIONAL HIGH SCHOOL-MAIN

Satria Halis; Alnakier Sarabi

doi:10.62596/pqwvgn11

Authors

Satria J. Halis School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Alnakier A. Sarabi School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/pqwvgn11

Keywords:

English Language, Vocabulary Development, Vocabulary Knowledge, Instructional Strategies, Teacher

Abstract

This study investigated the connection between junior high school students' vocabulary size and English language habits at Talipao National High School – Main. It focused on how students' involvement in a variety of activities—reading, writing, speaking, listening, and watching—affects their vocabulary growth. A validated survey and the Vocabulary Size Test (VST) were used to gather data from 100 students using a descriptive–correlational research design. Frequency distribution, weighted mean, t-test, ANOVA, and Pearson correlation were among the statistical techniques used. The results showed that the majority of respondents were female, distributed equally across Grades 7 through 10, and that they frequently engaged in English-language activities, especially listening and watching; speaking and reading, on the other hand, were less practiced. The participants' vocabulary size was larger than normal. Significant variations in language use were found according to gender but not grade level. Students in higher grades showed better vocabulary knowledge, but there were no discernible gender differences in vocabulary size. Crucially, there was no discernible relationship between language habits and vocabulary growth, suggesting that participation in language-related activities does not always result in increased vocabulary. The study recommends creating language-rich programs, incorporating structured language exercises into the curriculum, using interactive teaching techniques, promoting students' active engagement in English, and conducting more research on other variables affecting vocabulary development in the future.

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