Assessing Vocabulary Proficiency For Esp Readiness: Insights From University-Level Accounting Students

Abstract

Vocabulary proficiency is a fundamental component of language learning, serving as the foundation for effective communication and comprehension. In the context of English for Specific Purposes (ESP), vocabulary plays a critical role, directly influencing learners’ ability to engage with specific content. This study aims to evaluate the role of vocabulary assessments in determining students’ readiness for university-level English courses designed for specific purposes, particularly in accounting. The research provides insights to inform curriculum development and instructional strategies in higher education, ultimately enhancing ESP teaching effectiveness and better-equipping students for future careers. A quantitative method was employed, involving 233 of university students from two study programs: an accounting degree and a diploma in accounting. The Oxford Online English test was used to measure students' English vocabulary levels, comprising 40 questions to assess levels from elementary (A1) to advanced (C1). Results indicated that 38% of students were at the elementary level, 34% at pre-intermediate, and 14% each at intermediate and upper-intermediate levels, with no students reaching the advanced level. The findings reveal that only 28% of students meet the minimum B1 or B2 proficiency required for effective ESP learning, as per the Common European Framework of References for Language (CEFR). This suggests that the majority of students possess inadequate vocabulary proficiency for university-level ESP courses, particularly in specialized fields like accounting. Consequently, the study concludes that there is a significant need for enhanced vocabulary instruction to improve students' readiness for ESP learning