The Effect of structured Academic vocabulary lists on University Student's Writing Accuracy in English for Academic Purposes (EAP)

This dissertation explores how structured vocabulary lists, specifically the Academic Vocabulary List (AVL), affect university students’ writing accuracy in English for Academic Purposes (EAP). The study used a pre-test and post-test design to assess changes in vocabulary, grammar, and overall writing performance. Participants completed writing tasks before and after using the AVL, and their work was analyzed for errors in grammar, vocabulary, punctuation, articles, connectors, and organization. The findings show that structured academic vocabulary instruction greatly improves students’ writing accuracy. In contrast, casual exposure to English through movies or other informal media does not provide enough practice for mastering the formal language needed in academic writing. These results underline the importance of systematic vocabulary instruction in EAP courses and support using pre-test and post-test assessments to track progress. Teaching implications include focusing on structured vocabulary lists, giving regular feedback, and integrating guided writing exercises. Limitations related to sample size and scope suggest that further research is needed with larger and more diverse student groups