The contribution of vocabulary breadth and depth to narrative writing ability - A partial least squares structural equation modelling approach

Oct 15, 2026

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Despite the well-established role of lexis in proficiency across the four skills, research has often emphasized reading vocabulary. Growing concern about productive performance motivates examining how lexical breadth and depth influence writing ability. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), the study evaluates vocabulary size and depth effects on EFL learners’ narrative writing through UVLT, PVLT, WAT, and an IELTS band-scored writing task. Results show ~45% variance explained, with receptive vocabulary size as the strongest significant predictor.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Vocabulary breadth and depth in language learning and proficiency

Link to reading, listening, speaking, and writing

Research gap and need for combined lexical dimensions

Literature Review

Theoretical relevance of lexis

Australian Journal of Applied Linguistics ISSN 2209-0959 [https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) Australian Journal of Applied Linguistics, 7 (3), 1996 (2024) [https://doi.org/10.29140/ajal.v7n3.1996](https://doi.org/10.29140/ajal.v7n3.1996) The contribution of vocabulary breadth and depth to narrative writing ability: A partial least squares structural equation modelling approach AGRRAM ABDELAZIZa MOKHTARI NAJATb LAABOUDI DAOUIAc a,b,c The Applied Language and Culture Studies Lab, Chouaib Doukkali University, El Jadida, Morocco Abstract Despite the well-established role of lexis in proficiency in the four skills, a great deal of research has focused on the importance of vocabulary breadth and depth in reading. Therefore, the neglect of productive skills has motivated recent calls to inspect the impact of lexical dimensions on writing ability. Using Partial Least Squares Structural Equation Modelling (PLS SEM), this study examines the contributions of vocabulary size and depth aspects to EFL learners’ narrative writing ability. For this purpose, the researchers administered the Updated Vocabulary Levels Test (the UVLT), the Productive Vocabulary Levels Test (the PVLT), the Word Associates Test (the WAT), and a narrative writing task to 77 EFL undergraduate students. The participants’ scripts were scored, following IELTS analytical band descriptors. Results of the PLS SEM disclosed that vocabulary size and depth explained around 45% of the variance in the writing scores of the subjects. They also revealed that, among the variables examined, receptive vocabulary size was the only statistically significant factor that contributed the most to writing ability. The implications for writing assessment and instruction are discussed. Keywords: narrative writing; PLS SEM; vocabulary depth; vocabulary size; writing ability Introduction It is not an overstatement to claim that lexis is an essential component in second and foreign language learning. Several vocabulary acquisition experts hold the view that effective communication is not achievable without lexis and that learners with large vocabulary sizes are highly proficient and apt learners (Laufer, 1998; Meara, 1996a; Schmitt, 2014; Wilkins, 1972) . This supposition accentuates the role of lexical competence in language learning and language proficiency. Infact, research on vocabulary breadth and depth has gone beyond language learning to explore other territories such as speech pathology assessments (Westby, 2024) . Such research highlights the importance of vocabulary assessment not only in education, but also in the area of language disorders. Concerning educational research, a substantial number of researchers investigated the degree to which vocabulary size and depth relate to reading (Nation, 2006; Pan, 2023; Taşçı & Turan, 2020), listening (Han & Qian, 2024; Stæhr, 2009; Teng, 2014a), speaking (Agrrametal., 2024; Enayat & Derakhshan, 2021), and writing ability (Dabbagh & Enayat, 2019; Therova, 2023; Tong et al., 2023). Whereas the largest share of vocabulary breadth and depth studies has been preoccupied with receptive skills, particularly reading (Miralpeix & Muñoz, 2018; Teng & Mizumoto, 2023), a growing body of research has started to consider the role vocabulary dimensions (i.e., breadth and depth) play in productive skills, namely speaking and writing. In comparison to the abundance of studies on receptive skills, few attempts have been made to explore the combined role that recognition and productive lexical breadthsand vocabulary depth play in productive skills, especially in writing ability (Allagui & Al Naqbi, 2024; Karafkan et al., 2022; Sukying, 2023; Wu et al., 2019). The literature reveals that, until recently, writing ability has rarely been examined in connection with receptive and productive lexical sizes and lexical depth (Allagui & Al Naqbi, 2024; Karafkan et al., 2022; Pan, 2023; Suky

FAQs

How does the study measure vocabulary breadth and depth?

It uses the Updated Vocabulary Levels Test (UVLT) and the Productive Vocabulary Levels Test (PVLT), along with the Word Associates Test (WAT) plus a narrative writing task.

What statistical method is used to analyze the relationships?

The study applies Partial Least Squares Structural Equation Modelling (PLS-SEM) to examine contributions of vocabulary size and depth to narrative writing performance.

Which lexical factor most strongly predicts narrative writing ability?

Among the examined variables, receptive vocabulary size is the only statistically significant factor contributing the most to writing ability.

Oct 15, 2026

Upload by Kurz