Measuring English Vocabulary Size of First and Last Semester Students of Foundation University

This study compares the English vocabulary knowledge of first-semester and final-semester students at Foundation University to examine the extent of vocabulary development during undergraduate education. The primary objective of the research is to determine whether students’ language proficiency, specifically vocabulary size, increases over the course of their university studies. The sample consists of one hundred undergraduate students drawn from various academic disciplines. Data were collected using TestYourVocab.com, an online vocabulary assessment tool. A descriptive and comparative research design was employed to analyze and compare the vocabulary sizes of the two groups. The findings indicate that final-semester students possess a larger English vocabulary than first-semester students, suggesting that vocabulary growth does occur over time in a university setting. However, the relatively modest difference between the two groups implies that vocabulary development may not occur naturally or sufficiently without deliberate instructional support. This finding highlights the limitations of incidental vocabulary acquisition in EFL contexts and underscores the need for structured and systematic vocabulary instruction. The study emphasizes the importance of continuous, vocabulary-focused teaching strategies in undergraduate English language programs. It also offers practical implications for English language teachers, curriculum developers, and academic institutions, suggesting that targeted vocabulary instruction can play a crucial role in enhancing students’ overall language proficiency and academic success.