A Review on Vocabulary Tests of High Frequency English Words
Origin paper
A Review on Vocabulary Tests of High Frequency English Words
Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation
LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE
A Review on Diagnostic Vocabulary Tests
A DIFFERENT PERSPECTIVE ON THE LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE
What Type of Vocabulary Knowledge Predicts Reading Comprehension: Word Meaning Recall or Word Meaning Recognition?
Second language vocabulary growth at advanced level
Loanword proportion in vocabulary size tests
Measuring Productive Derivational Knowledge of the Most Frequent Words
A Rasch-based validation of the Vietnamese version of the Listening Vocabulary Levels Test
WHAT THE RESEARCH SHOWS ABOUT WRITTEN RECEPTIVE VOCABULARY TESTING
Examining second language receptive knowledge of collocation and factors that affect learning
Towards a new sophistication in vocabulary assessment
Comparing Two Measures of L2 Depth of Vocabulary Knowledge Using the Association With Vocabulary Size
Do Multiple-Choice Options Inflate Estimates of Vocabulary Size on the VST?
English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia
Using confidence intervals to determine adequate item sample sizes for vocabulary tests: An essential but overlooked practice
The relationship of four variants of the Vocabulary Size Test to a criterion measure of meaning recall vocabulary knowledge
An Investigation of EFL Students’ Vocabulary Size and Level at an Indonesian Private Tertiary Institution
The role of vocabulary breadth and depth in IELTS academic reading tests
The New Computer Adaptive Test of Size and Strength (CATSS): Development and Validation
Validation of a bilingual version of the vocabulary size test: comparison with the monolingual version
Loanword proportion in vocabulary size tests: Does it make a difference?
Comparing Two Measures of L2 Depth of Vocabulary Knowledge Using their Relationship with Vocabulary Size
A comparison of contextualized and non-contextualized meaning-recall vocabulary test formats
Measuring Productive Semantic Associational Knowledge of the Most Frequent Words
Investigating vocabulary coverage and load in an Indonesian EFL textbook series
Establishing meaning recall and meaning recognition vocabulary knowledge as distinct psychometric constructs in relation to reading proficiency
The Most Appropriate Lexical Unit for L2 Vocabulary Research and Pedagogy: A Brief Review of the Evidence
The VocabLab tests
Evidence for the Adoption of the Flemma as an Appropriate Word Counting Unit
How well do learners know derived words in a second language?
How Much Knowledge of Derived Words Is Needed for Reading?
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents
Vocabulary growth of the advanced EFL learner
La competencia léxica en inglés de estudiantes universitarios en México
Exploring the relationships between various dimensions of receptive vocabulary knowledge and L2 listening and reading comprehension
Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach
A Japanese-English Bilingual Version of the New General Service List Test
Reliable Measure of Written Receptive Vocabulary Size: Using the L2 Depth of Vocabulary Knowledge as a Yardstick
An Investigation into the Roles of Guessing and Partial Knowledge in the Vocabulary Size Test
Log in to saveSave
: Vocabulary assessment plays a ctitical role in language education for EFL learners, educators and researchers. The article introduces and analyzes four English receptive vocabulary tests of high frequency words, including Vocabulary Levels Test, Vocabulary Size Test, Computer Adaptive Test of Size and Strength and New General Service List Test. Based on the review of the four tests, it provides practical suggestions for choosing an appropriate test to assess the vocabulary knowledge of EFL learners in Vietnam as well as implications for building new vocabulary tests to meet the demand of English language teaching and learning practices as well as the research needs in the field of language education in Vietnam.