Aural and Written Vocabulary Knowledge in Relation to the Listening Comprehension of Senior High School Students

Listening comprehension remains a significant challenge among students despite the widespread use of English as the medium of instruction, communication, and classroom interaction. Although students are regularly exposed to the English language, the systematic development of listening comprehension skills has received limited instructional emphasis. This study examined the relationship between receptive aural and receptive written vocabulary knowledge and the listening comprehension skills of Senior High School students. A descriptive-correlational research design was employed involving 143 Senior High School students selected through simple random sampling. Data were collected using standardized instruments, namely the Receptive Aural Vocabulary Knowledge Test, the Receptive Written Vocabulary Levels Test, and a Listening Comprehension Test. Descriptive statistic (mean, standard deviation, frequency, and percentage), Pearson product-moment correlation, and multiple regression analysis were utilized to analyze the data. The findings revealed that the respondents demonstrated an advanced level of receptive aural vocabulary knowledge but only a basic level of receptive written vocabulary knowledge. Moreover, their listening comprehension performance was below the minimum passing standard, indicating poor listening proficiency. Both receptive aural and receptive written vocabulary knowledge were found to have significant positive relationships with students' listening comprehension. However, receptive written vocabulary knowledge emerged as the significant predictor of listening comprehension. The findings suggest that students' limited written vocabulary knowledge, coupled with insufficient exposure to authentic listening and vocabulary-building activities, may have contributed to their poor listening comprehension performance. The study highlights the need for English teachers to integrate systematic vocabulary instruction and authentic listening experiences into classroom practice to enhance students' listening comprehension and overall English language proficiency.

Receptive Aural Vocabulary, Receptive Written Vocabulary, Listening Comprehension, Vocabulary Knowledge, Senior High School Students, English Language Learning

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