PANTAO

(International Journal of the Humanities and Social Sciences)

ISSN 3028-0877 | e-ISSN 3155-6043

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PANTAO, an International Journal of the Humanities and Social Sciences, with ISSN 3028-0877 | e-ISSN 3155-6043, is an annual journal that serves as a scholarly platform dedicated to the exploration and dissemination of research in the disciplines of humanities and social sciences.

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Vocabulary instruction strategies in relation to the lexical competence of English majors

Author

Abigail Q. Caldeo*
Filamer Christian Univesity, Inc., Roxas City, Capiz, Philippines

Abstract

This survey-correlational research was conducted to determine the relationship between vocabulary instruction strategies and the lexical competence of English majors of Capiz State University, specifically from the Main Campus, Burias Campus, and Pontevedra Campus, for the academic year 2025–2026. The participants of the study were 153 randomly selected third-year and fourth-year Bachelor of Secondary Education major in English students from the three campuses, Main, Burias, and Pontevedra campus. In measuring the relationship between vocabulary instruction strategies and the lexical competence of students, a 24-item adopted-modified 5-point scale Vocabulary Instruction Strategies Questionnaire and a 50-item adopted-modified lexical competence test consisting of multiple-choice and fill-in-the-blank items were used. Data were collected through surveys and analyzed using descriptive and inferential statistics, including mean, standard deviation, and Pearson r, with all inferential tests set at the 0.05 level of significance. The findings revealed that the overall level of vocabulary instruction strategies utilized in the classroom, as perceived by the English majors, was “very high”. Similarly, the overall level of the dimensions of vocabulary instruction strategies was “very high”. Also, the overall level of lexical competence of the English majors was high. However, among its dimensions, Lexical Depth and Collocation obtained the lowest ratings and were described as moderate. Finally, the findings revealed a significant but weak positive relationship between vocabulary instruction strategies and lexical competence.

Keywords:  Vocabulary instruction, lexical competence, English major students.

*Corresponding author / Email: caldeoabigail@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041655

Recommended citation:
Caldeo, A. Q. (2026). Vocabulary instruction strategies in relation to the lexical competence of English majors. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1221-1239. http://doi.org/10.69651/PIJHSS05041655

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