Exploring Correlation Between Vocabulary Knowledge And Speaking Fluency In Ell At The University Level

Abstract

In an increasingly internationalized world where English proficiency is essential, understanding the relationship between vocabulary mastery and speaking fluency among English Language Learners (ELLs) at the university level is critical. This mixed-method study examines the correlation between vocabulary knowledge and self-reported speaking fluency using a structured questionnaire distributed to 80 ELLs. The data was collected through an online questionnaire via WhatsApp, and data was analyzed in graphs. At the same time, qualitative insights derived from open-ended questionnaire responses explored learners’ perceptions of vocabulary’s role in speaking tasks. Results indicate a significant positive correlation between vocabulary mastery and self-reported fluency scores, with vocabulary measures explaining notable variance in perceived speaking competence. These findings align with prior research showing moderate to strong correlations between vocabularies and speaking skills, reinforcing that lexical knowledge underpins fluency development. The study highlights the need for targeted word knowledge instruction integrated with fluency-building activities in ELL curricula, emphasizing contextualized practice to bridge vocabulary depth and communicative confidence. The research aims to enhance learners’ speaking proficiency and vocabulary retention while encouraging further studies to explore innovative pedagogical approaches and diverse learner contexts.

Keywords: Vocabulary Knowledge, speaking fluency, ELLs.