tudents of EFL have a common problem with insufficient vocabulary. Some studies argue that English vocabulary is one of the most difficult parts. This paper applied the idea of KPI (Key Performance Indicator) from management science to EFL vocabulary learning and teaching. A vocabulary quotient (VQ in short) with four test models, including a listening comprehension test, was proposed as KPIs. Based on VQ, VQ testing software was developed. To test the validity and reliability of the assessment tool based on VQ, assessments with 54 junior high students (n=54) was conducted. The findings of this study were generalized as the following: (1) the relationships between the score of general English proficiency test and scores of VQ tests were significant positive correlations respectively and (2) the relationships among scores of VQ tests were significant positive correlations. Results of this study suggest that VQ could be considered to be a KPI of EFL vocabulary teaching and learning. The proposed method is suggested to estimate one’s vocabulary sizes.
Ho, Hong-Fa and Huong, Chen
"A Multiple Aspects Quantitative Indicator for Ability of English Vocabulary: Vocabulary Quotient,"
Journal of Educational Technology Development and Exchange (JETDE): Vol. 4:
1, Article 3.
Available at: https://aquila.usm.edu/jetde/vol4/iss1/3