Examining the Role of Teachers in Students’ Vocabulary Knowledge and Reading Comprehension
Submitted by:
keyi ZHOU
Abstract:
Vocabulary plays a critical role in language teaching and learning (e.g., Kame’enui & Baumann, 2012). To enhance educational processes, it is important to understand and improve teachers’ beliefs and practices (Borg, 2015). However, there is a lack of extensive empirical research examining the role of teachers on students’ vocabulary knowledge and reading comprehension.
This quantitative study examines how teachers’ factors influence these outcomes, with 38 teachers and 1,228 students participating. Using questionnaires, the teachers’ beliefs and practices regarding vocabulary teaching were investigated, while students’ vocabulary learning strategies, metalinguistic awareness, vocabulary knowledge, and reading comprehension were assessed. Descriptive analysis was conducted at the student level, and latent profile analysis was performed at the teacher level to identify distinct groups in vocabulary teaching. Furthermore, hierarchical linear modeling was employed to examine the correlations between teachers’ beliefs and practices and students’ learning outcomes.
The results revealed that teachers had a significant impact on student’s vocabulary knowledge and reading comprehension. Teachers are important in helping students learn new vocabulary both explicitly and implicitly. Moreover, teachers play a significant role in improving students’ reading abilities by teaching effective reading strategies, creating a language-rich classroom environment, assessing progress, and providing support.
Additionally, this study discovered that students whose teachers displayed the inconsistency-high practice with low belief profile had significantly higher vocabulary knowledge compared to other teacher profiles. Teachers’ beliefs indirectly influence students’ learning while their teaching practices directly impact learning outcomes. Context factors such as competent teachers, positive classroom climates, well-designed curricula, family support, supportive peers, cultural traditions, and ample learning opportunities all contribute to students’ vocabulary learning.
This study emphasizes the importance of teachers’ vocabulary instruction in language learning and establishes a connection with students’ language learning outcomes. It has significant implications for instructional practices and teacher trainings aimed at enhancing students’ literacy development.
Keywords: Vocabulary knowledge; Reading comprehension; Teachers’ beliefs and practices
References
Borg, S. (2015). Teacher Cognition and Language Education: Research and Practice. Bloomsbury Publishing.
Kame’enui, E. J., & Baumann, J. F. (2012). Vocabulary Instruction: Research to Practice. Guilford Press.