The relationship between vocabulary size, reading strategies, and reading comprehension of EFL learners in Saudi Arabia

Scope and method of study. The main purpose of this study was to examine the relationship between EFL learners' perceived reading strategies, vocabulary size, and reading comprehension. In addition to providing descriptive information about each variable in this relationship, the study examined how certain learner variables such as gender, and the amount of extensive reading may impact this relationship. The participants in the study were 226 (117 females and 109 males) first-year university students enrolled in seven different higher education institutions in Saudi Arabia. Participants completed a reading strategies survey and took a vocabulary size test (Schmitt, 2000) and a reading comprehension test. Descriptive and inferential statistics were used to describe the participants' performance on the two tests and their reported reading strategies use, and to assess the relationship between the study's three main variables. Analysis of variance and t-tests were also used to examine gender and proficiency differences in the participants' perceived use of reading strategies, vocabulary size, and reading comprehension.;Findings and conclusions. In general, Saudi EFL first-year university students had a low reading ability and an estimated small vocabulary size (500--700 word families), which is far below the threshold level needed for reading unsimplfied English texts. Except for a few strategies like critical reading, summarizing, using typographical aids, and noting text characteristics, the participants reported using most of the reading strategies with high and moderate frequencies. They also reported significantly more frequent use of problem-solving strategies. However, extensive reading was found to be an unpopular activity among EFL learners in Saudi Arabia. Significant gender differences favoring females were found in the participants' performance on the two tests and their reports of reading strategies use. A statistically significant relationship was found between the participants' vocabulary size at the 2000 word level and their performance on the reading comprehension test (r = .60, p < .001). Participants with larger vocabulary size and higher reading proficiency reported using reading strategies more frequently than lower proficiency students. The study concludes with some pedagogical implications and recommendations for further research.