Recibido: 12/11/2025
Aprobado: 19/03/2026
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1767
DOI: https://doi.org/10.70747/cr.v5i1.861
Listening skills and Vocabulary acquisition among 10th-grade English as a
Foreign Language Learners, school year 2025-2026
Adriana Elizabeth Cango Patiño
https://orcid.org/0000-0003-3073-477X
adriana.cango@unl.edu.ec
Universidad Nacional de Loja. Maestría en Pedagogía del Inglés Como Lengua Extranjera.
Facultad de Educación, el Arte y la Comunicación. Grupo de Investigación InnoTEFL
Loja - Ecuador
Thalía Valeria Ocampo Arévalo
https://orcid.org/0009-0007-8048-0882
thalia.ocampo@unl.edu.ec
Universidad Nacional de Loja. Maestría en Pedagogía del Inglés Como Lengua Extranjera.
Facultad de Educación, el Arte y la Comunicación.
Loja - Ecuador
Angélica Natalí Muñoz Alvarez
https://orcid.org/0009-0000-7312-5830
angelica.munoz@unl.edu.ec
Universidad Nacional de Loja. Maestría en Pedagogía del Inglés Como Lengua Extranjera.
Facultad de Educación, el Arte y la Comunicación.
Azogues - Ecuador
Jocelyn Andrea Lojan Caicedo
https://orcid.org/0009-0004-1210-7419
jocelyn.lojan@unl.edu.ec
Universidad Nacional de Loja. Maestría en Pedagogía del Inglés Como Lengua Extranjera.
Facultad de Educación, el Arte y la Comunicación.
Marcabeli - Ecuador
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1768
ABSTRACT
In English as a Foreign Language (EFL) contexts, listening comprehension and vocabulary
knowledge are closely connected skills that support learners’ access to meaningful input.
This study examined the relationship between listening skills and vocabulary acquisition
among tenth-grade EFL learners at a private fiscomisional institution in Loja, Ecuador. A
quantitative, cross-sectional correlational design was applied with a sample of 20 students.
Data were collected through two CEFR-aligned achievement tests at the A2+ level,
selected to match the national curriculum standards for this grade. Listening performance
was evaluated through four subskills: understanding the speaker’s purpose, making
inferences from context, processing connected speech, and recognizing specific
information. Vocabulary knowledge was assessed across the dimensions of form, meaning,
and use. The results revealed moderate performance in both variables, defined as scores
falling within the 60-75% range of the predetermined assessment scale, with greater
difficulty observed in inferential listening and semantic depth. A Pearson correlation
analysis showed a statistically significant positive relationship between listening skills and
vocabulary acquisition(r=.612,p<.01), indicating that students with stronger vocabulary
knowledge tended to demonstrate higher listening comprehension. These findings highlight
the importance of integrating vocabulary development within listening instruction to
enhance overall communicative competence
Keywords: listening skills, vocabulary acquisition, efl learners
The authors declare no conflict of interest.
The Editor and the Reviewers declared no conflict of interest.
License:
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1768
ABSTRACT
In English as a Foreign Language (EFL) contexts, listening comprehension and vocabulary
knowledge are closely connected skills that support learners’ access to meaningful input.
This study examined the relationship between listening skills and vocabulary acquisition
among tenth-grade EFL learners at a private fiscomisional institution in Loja, Ecuador. A
quantitative, cross-sectional correlational design was applied with a sample of 20 students.
Data were collected through two CEFR-aligned achievement tests at the A2+ level,
selected to match the national curriculum standards for this grade. Listening performance
was evaluated through four subskills: understanding the speaker’s purpose, making
inferences from context, processing connected speech, and recognizing specific
information. Vocabulary knowledge was assessed across the dimensions of form, meaning,
and use. The results revealed moderate performance in both variables, defined as scores
falling within the 60-75% range of the predetermined assessment scale, with greater
difficulty observed in inferential listening and semantic depth. A Pearson correlation
analysis showed a statistically significant positive relationship between listening skills and
vocabulary acquisition(r=.612,p<.01), indicating that students with stronger vocabulary
knowledge tended to demonstrate higher listening comprehension. These findings highlight
the importance of integrating vocabulary development within listening instruction to
enhance overall communicative competence
Keywords: listening skills, vocabulary acquisition, efl learners
The authors declare no conflict of interest.
The Editor and the Reviewers declared no conflict of interest.
License:
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1769
Habilidades de Comprensión Auditiva y Adquisición de Vocabulario en
Estudiantes de Décimo Año de Inglés Como Lengua Extranjera, Año
Escolar 2025–2026.
RESUMEN
En los contextos de inglés como lengua extranjera (EFL), las habilidades de comprensión
auditiva y el conocimiento de vocabulario constituyen competencias interrelacionadas que
facilitan el acceso al aporte lingüístico. Este estudio analizó la relación entre las habilidades
de comprensión auditiva y la adquisición de vocabulario en estudiantes de décimo año de
EFL de una institución fiscomisional privada de Loja, Ecuador. Se empleó un diseño
cuantitativo, transversal y correlacional con una muestra de 20 estudiantes. Los datos se
recolectaron mediante dos pruebas alineadas al nivel A2+ del Marco Común Europeo de
Referencia para las Lenguas (MCER), seleccionadas por su correspondencia con el
currículo nacional. El desempeño en comprensión auditiva se evaluó a través de cuatro
subhabilidades: comprensión del propósito del hablante, realización de inferencias a partir
del contexto, procesamiento del habla conectada y reconocimiento de información
específica. El vocabulario se evaluó considerando sus componentes de forma, significado y
uso. Los resultados evidenciaron un rendimiento moderado en ambas variables, definido
este como el logro de puntajes situados en el rango intermedio (60-75%) de la escala de
evaluación predeterminada, observándose mayores dificultades en la comprensión
inferencial y la profundidad semántica. El análisis de correlación de Pearson reveló una
relación positiva y estadísticamente significativa entre la comprensión auditiva y el
conocimiento de vocabulario (r=.612,p<.01), lo que sugiere que un mayor dominio léxico
favorece la comprensión del discurso oral
Palabras clave: habilidades de comprensión auditiva, adquisición de vocabulario, estudiantes de
efl
Los autores declaran no tener conflicto de intereses.
El Editor y los Revisores declararon no tener conflicto de intereses.
Licencia:
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1769
Habilidades de Comprensión Auditiva y Adquisición de Vocabulario en
Estudiantes de Décimo Año de Inglés Como Lengua Extranjera, Año
Escolar 2025–2026.
RESUMEN
En los contextos de inglés como lengua extranjera (EFL), las habilidades de comprensión
auditiva y el conocimiento de vocabulario constituyen competencias interrelacionadas que
facilitan el acceso al aporte lingüístico. Este estudio analizó la relación entre las habilidades
de comprensión auditiva y la adquisición de vocabulario en estudiantes de décimo año de
EFL de una institución fiscomisional privada de Loja, Ecuador. Se empleó un diseño
cuantitativo, transversal y correlacional con una muestra de 20 estudiantes. Los datos se
recolectaron mediante dos pruebas alineadas al nivel A2+ del Marco Común Europeo de
Referencia para las Lenguas (MCER), seleccionadas por su correspondencia con el
currículo nacional. El desempeño en comprensión auditiva se evaluó a través de cuatro
subhabilidades: comprensión del propósito del hablante, realización de inferencias a partir
del contexto, procesamiento del habla conectada y reconocimiento de información
específica. El vocabulario se evaluó considerando sus componentes de forma, significado y
uso. Los resultados evidenciaron un rendimiento moderado en ambas variables, definido
este como el logro de puntajes situados en el rango intermedio (60-75%) de la escala de
evaluación predeterminada, observándose mayores dificultades en la comprensión
inferencial y la profundidad semántica. El análisis de correlación de Pearson reveló una
relación positiva y estadísticamente significativa entre la comprensión auditiva y el
conocimiento de vocabulario (r=.612,p<.01), lo que sugiere que un mayor dominio léxico
favorece la comprensión del discurso oral
Palabras clave: habilidades de comprensión auditiva, adquisición de vocabulario, estudiantes de
efl
Los autores declaran no tener conflicto de intereses.
El Editor y los Revisores declararon no tener conflicto de intereses.
Licencia:
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1770
INTRODUCTION
Listening has long been recognized as a central component of second language learning
because it provides learners with access to meaningful input and facilitates the development
of additional linguistic skills (Alqahtani, 2015). Contemporary perspectives view listening not
as a passive activity but as an active and interpretive process that involves decoding,
prediction, monitoring, and the integration of contextual cues. In the English as a Foreign
Language context, learners often rely on classroom exposure as their primary source of
auditory input, making listening instruction especially relevant in countries such as Ecuador.
In parallel with listening, vocabulary acquisition plays an essential role in language
development. Without sufficient lexical knowledge, learners struggle to process and interpret
oral messages effectively (El-Dakhs, 2020). Vocabulary enables learners to detect word
boundaries, infer meaning, and construct coherent interpretations of spoken discourse.
However, research has shown that many EFL students at the basic and intermediate levels
exhibit limited vocabulary breadth and depth, which affects their ability to comprehend
authentic speech (Laufer & Ravenhorst, 2020).
n Ecuador, despite several years of mandatory English instruction, persistent challenges
remain in the development of listening comprehension and vocabulary knowledge. These
difficulties are visible even among adolescents who have received continuous instruction but
still demonstrate limited inferential comprehension, restricted vocabulary depth, and
reduced exposure to naturalistic input. These contextual needs justify further research
exploring how both skills interact within secondary education settings.
Empirical studies have consistently shown positive correlations between vocabulary
knowledge and listening comprehension, suggesting that lexical knowledge enhances
learners’ ability to process spoken language (Mclean & Rouault, 2017). Thus far, most of this
research has been conducted outside Latin America, and there is limited evidence involving
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1770
INTRODUCTION
Listening has long been recognized as a central component of second language learning
because it provides learners with access to meaningful input and facilitates the development
of additional linguistic skills (Alqahtani, 2015). Contemporary perspectives view listening not
as a passive activity but as an active and interpretive process that involves decoding,
prediction, monitoring, and the integration of contextual cues. In the English as a Foreign
Language context, learners often rely on classroom exposure as their primary source of
auditory input, making listening instruction especially relevant in countries such as Ecuador.
In parallel with listening, vocabulary acquisition plays an essential role in language
development. Without sufficient lexical knowledge, learners struggle to process and interpret
oral messages effectively (El-Dakhs, 2020). Vocabulary enables learners to detect word
boundaries, infer meaning, and construct coherent interpretations of spoken discourse.
However, research has shown that many EFL students at the basic and intermediate levels
exhibit limited vocabulary breadth and depth, which affects their ability to comprehend
authentic speech (Laufer & Ravenhorst, 2020).
n Ecuador, despite several years of mandatory English instruction, persistent challenges
remain in the development of listening comprehension and vocabulary knowledge. These
difficulties are visible even among adolescents who have received continuous instruction but
still demonstrate limited inferential comprehension, restricted vocabulary depth, and
reduced exposure to naturalistic input. These contextual needs justify further research
exploring how both skills interact within secondary education settings.
Empirical studies have consistently shown positive correlations between vocabulary
knowledge and listening comprehension, suggesting that lexical knowledge enhances
learners’ ability to process spoken language (Mclean & Rouault, 2017). Thus far, most of this
research has been conducted outside Latin America, and there is limited evidence involving
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1771
Ecuadorian fiscomisional institutions. These schools represent a unique hybrid model in the
national context; while they are privately managed (often by religious or social missions),
they receive state funding for teacher salaries and operational costs, making them accessible
to middle and low-income families. Consequently, they differ from purely public and private
schools in instructional time, student demographics, and educational priorities, offering a
distinct pedagogical environment for EFL research.
For this reason, the present study investigates the relationship between listening skills and
vocabulary acquisition among tenth-grade learners in Loja. Specifically, it aims to: (1)
identify strengths and weaknesses in listening comprehension; (2) measure vocabulary
knowledge considering form, meaning, and use; and (3) determine the correlation between
both variables. Understanding the relationship between listening skills and vocabulary
acquisition can support teachers in designing pedagogical strategies that integrate both
components more effectively and promote meaningful communication. Building on this
perspective, the first variable examined in this study is listening skills in English as a Foreign
Language (EFL). Listening is no longer viewed as the simple decoding of auditory input.
Instead, it is understood as a complex cognitive and metacognitive process. Contemporary
research suggests that listeners actively construct meaning by combining acoustic signals
with prior knowledge, strategic monitoring, and contextual information. As Milton and
Roche (2020) mention, in second language learning, comprehension emerges from the
interaction between bottom-up processes, such as phonological decoding, and top-down
processes, including prediction and the activation of schematic knowledge. Consequently,
effective listening requires the coordination of multiple subskills that allow learners to
interpret spoken language in real time.
Listening plays a central role in EFL learning because it represents the primary source of
linguistic input and strongly influences the development of other language skills.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1771
Ecuadorian fiscomisional institutions. These schools represent a unique hybrid model in the
national context; while they are privately managed (often by religious or social missions),
they receive state funding for teacher salaries and operational costs, making them accessible
to middle and low-income families. Consequently, they differ from purely public and private
schools in instructional time, student demographics, and educational priorities, offering a
distinct pedagogical environment for EFL research.
For this reason, the present study investigates the relationship between listening skills and
vocabulary acquisition among tenth-grade learners in Loja. Specifically, it aims to: (1)
identify strengths and weaknesses in listening comprehension; (2) measure vocabulary
knowledge considering form, meaning, and use; and (3) determine the correlation between
both variables. Understanding the relationship between listening skills and vocabulary
acquisition can support teachers in designing pedagogical strategies that integrate both
components more effectively and promote meaningful communication. Building on this
perspective, the first variable examined in this study is listening skills in English as a Foreign
Language (EFL). Listening is no longer viewed as the simple decoding of auditory input.
Instead, it is understood as a complex cognitive and metacognitive process. Contemporary
research suggests that listeners actively construct meaning by combining acoustic signals
with prior knowledge, strategic monitoring, and contextual information. As Milton and
Roche (2020) mention, in second language learning, comprehension emerges from the
interaction between bottom-up processes, such as phonological decoding, and top-down
processes, including prediction and the activation of schematic knowledge. Consequently,
effective listening requires the coordination of multiple subskills that allow learners to
interpret spoken language in real time.
Listening plays a central role in EFL learning because it represents the primary source of
linguistic input and strongly influences the development of other language skills.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1772
Through exposure to oral input, learners expand their vocabulary, refine phonological
representations, and become familiar with the prosodic and discourse features of natural
speech. Moreover, exposure to connected speech supports both comprehension and
production, as learners gradually internalize conventional patterns of language use (Schmitt
& Schmitt, 2020).
In this study, listening comprehension is operationalized through four subskills. First,
understanding the speaker’s purpose enables learners to identify communicative intentions
such as requesting, informing, or persuading. This ability supports top-down processing and
contributes to overall comprehension. Research indicates that explicit instruction focusing
on pragmatic cues and discourse markers can significantly enhance learners’ ability to
interpret meaning beyond the literal level (Vandergrift & Goh, 2012).
Second, making inferences from context involves drawing on linguistic cues, background
knowledge, and situational information to fill gaps in meaning. This process is closely related
to vocabulary knowledge and metacognitive regulation and often poses challenges for
lower-proficiency learners (Wallace, 2022). A third subskill, recognizing connected speech,
refers to the ability to perceive phonological features such as reductions and assimilations
that characterize natural spoken English. These features frequently hinder comprehension
for EFL learners, particularly at lower proficiency levels. However, empirical evidence
supports the effectiveness of explicit instruction in improving learners’ sensitivity to
connected speech (Zhang & Yuan, 2021).
Following Wallace and Lee (2020) thought, identifying specific information, including
numbers, names, and time references, is essential for completing functional listening tasks.
They suggest that this subskill is commonly targeted in instructional sequences designed for
A2 learners and is generally more accessible than inferential listening. Together, these four
subskills constitute the operational definition of listening used in the present study.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1772
Through exposure to oral input, learners expand their vocabulary, refine phonological
representations, and become familiar with the prosodic and discourse features of natural
speech. Moreover, exposure to connected speech supports both comprehension and
production, as learners gradually internalize conventional patterns of language use (Schmitt
& Schmitt, 2020).
In this study, listening comprehension is operationalized through four subskills. First,
understanding the speaker’s purpose enables learners to identify communicative intentions
such as requesting, informing, or persuading. This ability supports top-down processing and
contributes to overall comprehension. Research indicates that explicit instruction focusing
on pragmatic cues and discourse markers can significantly enhance learners’ ability to
interpret meaning beyond the literal level (Vandergrift & Goh, 2012).
Second, making inferences from context involves drawing on linguistic cues, background
knowledge, and situational information to fill gaps in meaning. This process is closely related
to vocabulary knowledge and metacognitive regulation and often poses challenges for
lower-proficiency learners (Wallace, 2022). A third subskill, recognizing connected speech,
refers to the ability to perceive phonological features such as reductions and assimilations
that characterize natural spoken English. These features frequently hinder comprehension
for EFL learners, particularly at lower proficiency levels. However, empirical evidence
supports the effectiveness of explicit instruction in improving learners’ sensitivity to
connected speech (Zhang & Yuan, 2021).
Following Wallace and Lee (2020) thought, identifying specific information, including
numbers, names, and time references, is essential for completing functional listening tasks.
They suggest that this subskill is commonly targeted in instructional sequences designed for
A2 learners and is generally more accessible than inferential listening. Together, these four
subskills constitute the operational definition of listening used in the present study.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1773
On the other hand, González (2022) emphasizes that extensive research has highlighted the
fundamental role of vocabulary acquisition in supporting comprehension and production
across all language skills. Current scholarship further conceptualizes vocabulary knowledge
as a multidimensional construct encompassing form, meaning, and use. Meanwhile, Laufer
and Ravenhorst (2010) state that, the dimension of form includes knowledge of spoken form,
written form, and word parts. Spoken form involves recognizing words in oral input and
producing them accurately, a skill influenced by phonemic awareness, syllable structure, and
stress patterns. written form refers to accurate spelling and orthographic representation,
which depend on phonological, orthographic, and morphological awareness. In addition,
knowledge of stems and affixes allows learners to infer meanings and recognize word
families, thereby facilitating vocabulary expansion.
The dimension meaning includes the connection between form and meaning, the concepts
associated with a word, and the semantic relationships linking it to other lexical items.
Awareness of multiple meanings is particularly important in English, where many words are
polysemous or homonymous and vary according to educational context. Furthermore,
semantic associations such as synonymy, hyponymy, meronymy, and antonymy contribute
to deeper lexical knowledge and more efficient retrieval during communication (Schmitt &
Schmitt (2020). Finally, the dimension of use encompasses grammatical behavior,
collocations, and pragmatic constraints. Knowing a word involves understanding how it
functions syntactically and which combinations are conventional or natural in English.
Collocational knowledge, in particular, has been shown to correlate strongly with fluency
and accuracy in language use. In addition, pragmatic norms influence when certain lexical
choices are appropriate, emphasizing the sociocultural dimension of vocabulary use
(Vandergrift & Goh, 2012).Bringing these perspectives together, a substantial body of
research confirms a robust and reciprocal relationship between listening and vocabulary
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1773
On the other hand, González (2022) emphasizes that extensive research has highlighted the
fundamental role of vocabulary acquisition in supporting comprehension and production
across all language skills. Current scholarship further conceptualizes vocabulary knowledge
as a multidimensional construct encompassing form, meaning, and use. Meanwhile, Laufer
and Ravenhorst (2010) state that, the dimension of form includes knowledge of spoken form,
written form, and word parts. Spoken form involves recognizing words in oral input and
producing them accurately, a skill influenced by phonemic awareness, syllable structure, and
stress patterns. written form refers to accurate spelling and orthographic representation,
which depend on phonological, orthographic, and morphological awareness. In addition,
knowledge of stems and affixes allows learners to infer meanings and recognize word
families, thereby facilitating vocabulary expansion.
The dimension meaning includes the connection between form and meaning, the concepts
associated with a word, and the semantic relationships linking it to other lexical items.
Awareness of multiple meanings is particularly important in English, where many words are
polysemous or homonymous and vary according to educational context. Furthermore,
semantic associations such as synonymy, hyponymy, meronymy, and antonymy contribute
to deeper lexical knowledge and more efficient retrieval during communication (Schmitt &
Schmitt (2020). Finally, the dimension of use encompasses grammatical behavior,
collocations, and pragmatic constraints. Knowing a word involves understanding how it
functions syntactically and which combinations are conventional or natural in English.
Collocational knowledge, in particular, has been shown to correlate strongly with fluency
and accuracy in language use. In addition, pragmatic norms influence when certain lexical
choices are appropriate, emphasizing the sociocultural dimension of vocabulary use
(Vandergrift & Goh, 2012).Bringing these perspectives together, a substantial body of
research confirms a robust and reciprocal relationship between listening and vocabulary
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1774
development. Meta-analytic findings demonstrate moderate to strong correlations between
vocabulary knowledge and L2 listening comprehension, with phonological vocabulary, the
knowledge of spoken forms emerging as a stronger predictor of listening than orthographic
vocabulary (Zhang & Yuan, 2021).
In EFL contexts where authentic input is often scarce, integrating listening instruction with
lexical development is a pedagogical necessity for improving learners' communicative
effectiveness. This research justifies the joint examination of these two areas by aligning with
Sustainable Development Goal 4 (Quality Education) and the Plan Nacional "Ecuador No Se
Detiene," both of which emphasize enhancing human talent through high-quality, equitable
instruction. Furthermore, the study is firmly rooted in the InnoTefl research group's
objectives and the specific research lines of the Master’s program, ensuring that the
investigation not only meets international academic standards but also addresses the
localized needs for innovation in English language teaching and learning.
MATERIALS AND METHODS
This study adopted a quantitative approach, relying on numerical data from standardized
tests to examine the relationship between listening skills and vocabulary acquisition.
Creswell and Creswell (2023) state that quantitative methods enable researchers to measure
linguistic performance objectively and determine the strength of associations between
variables. Furthermore, the research employed a non-experimental, correlational, and cross-
sectional design. This design was considered more appropriate than experimental
alternatives because the study did not aim to manipulate instructional conditions or
implement interventions, but rather to observe naturally occurring relationships between
variables in an authentic educational context (Cohen et al., 2024). Similarly, a longitudinal
design was not selected, as the primary objective was not to track developmental changes
over time, but to obtain an immediate and contextualized understanding of students’
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1774
development. Meta-analytic findings demonstrate moderate to strong correlations between
vocabulary knowledge and L2 listening comprehension, with phonological vocabulary, the
knowledge of spoken forms emerging as a stronger predictor of listening than orthographic
vocabulary (Zhang & Yuan, 2021).
In EFL contexts where authentic input is often scarce, integrating listening instruction with
lexical development is a pedagogical necessity for improving learners' communicative
effectiveness. This research justifies the joint examination of these two areas by aligning with
Sustainable Development Goal 4 (Quality Education) and the Plan Nacional "Ecuador No Se
Detiene," both of which emphasize enhancing human talent through high-quality, equitable
instruction. Furthermore, the study is firmly rooted in the InnoTefl research group's
objectives and the specific research lines of the Master’s program, ensuring that the
investigation not only meets international academic standards but also addresses the
localized needs for innovation in English language teaching and learning.
MATERIALS AND METHODS
This study adopted a quantitative approach, relying on numerical data from standardized
tests to examine the relationship between listening skills and vocabulary acquisition.
Creswell and Creswell (2023) state that quantitative methods enable researchers to measure
linguistic performance objectively and determine the strength of associations between
variables. Furthermore, the research employed a non-experimental, correlational, and cross-
sectional design. This design was considered more appropriate than experimental
alternatives because the study did not aim to manipulate instructional conditions or
implement interventions, but rather to observe naturally occurring relationships between
variables in an authentic educational context (Cohen et al., 2024). Similarly, a longitudinal
design was not selected, as the primary objective was not to track developmental changes
over time, but to obtain an immediate and contextualized understanding of students’
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1775
performance (Khajavy & Aghaee, 2023). This design is suitable for identifying statistical
associations among educational variables without altering classroom dynamics. The cross-
sectional nature of the study allowed data to be collected at a single point in time, providing
a clear snapshot of students’ performance in both linguistic domains (Pizarro & Aulestia,
2025) The study was carried out in a private fiscomisional institution in Loja, Ecuador,
during the 2024–2025 academic year. The participants consisted of 20 tenth-grade students
aged 15 to 16, whose English proficiency ranged from A1 to A2 according to the Common
European Framework of Reference (CEFR). The sample was selected through purposive
sampling, a non-probability technique that involves choosing participants based on
characteristics relevant to the research objectives. Although the sample size is relatively
small, it is justified by the exploratory nature of the study and the accessibility of a specific
educational context, which allowed for an in-depth examination of the relationship between
listening skills and vocabulary acquisition within a bounded group. However, this limited
sample size may restrict the generalizability of the findings to broader populations, and
therefore, the results should be interpreted with caution. Prior to data collection,
authorization was obtained from the school administration, and informed consent was
secured from both parents and students. Ethical principles were strictly observed by
safeguarding participants’ anonymity, ensuring voluntary participation, and administering the
instruments under standardized conditions.
Two testing instruments were used to collect quantitative data. The first instrument assessed
listening skills and was adapted from the English Practice Test, aligned with CEFR A2
descriptors. It consisted of 20 items distributed across four subskills: understanding the
speaker’s purpose (5 items), making inferences (5 items), recognizing connected speech (5
items), and identifying specific information (5 items). The test included short audio texts such
as monologues, conversations, and announcements, followed by multiple-choice questions.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1775
performance (Khajavy & Aghaee, 2023). This design is suitable for identifying statistical
associations among educational variables without altering classroom dynamics. The cross-
sectional nature of the study allowed data to be collected at a single point in time, providing
a clear snapshot of students’ performance in both linguistic domains (Pizarro & Aulestia,
2025) The study was carried out in a private fiscomisional institution in Loja, Ecuador,
during the 2024–2025 academic year. The participants consisted of 20 tenth-grade students
aged 15 to 16, whose English proficiency ranged from A1 to A2 according to the Common
European Framework of Reference (CEFR). The sample was selected through purposive
sampling, a non-probability technique that involves choosing participants based on
characteristics relevant to the research objectives. Although the sample size is relatively
small, it is justified by the exploratory nature of the study and the accessibility of a specific
educational context, which allowed for an in-depth examination of the relationship between
listening skills and vocabulary acquisition within a bounded group. However, this limited
sample size may restrict the generalizability of the findings to broader populations, and
therefore, the results should be interpreted with caution. Prior to data collection,
authorization was obtained from the school administration, and informed consent was
secured from both parents and students. Ethical principles were strictly observed by
safeguarding participants’ anonymity, ensuring voluntary participation, and administering the
instruments under standardized conditions.
Two testing instruments were used to collect quantitative data. The first instrument assessed
listening skills and was adapted from the English Practice Test, aligned with CEFR A2
descriptors. It consisted of 20 items distributed across four subskills: understanding the
speaker’s purpose (5 items), making inferences (5 items), recognizing connected speech (5
items), and identifying specific information (5 items). The test included short audio texts such
as monologues, conversations, and announcements, followed by multiple-choice questions.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
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For example, students were required to identify the main intention of a speaker, infer
meaning from context, recognize reduced or linked forms in spoken language, or select
specific details explicitly stated in the audio.
The second instrument measured vocabulary acquisition and was also adapted from the
same platform. It comprised 20 items that evaluated three components of vocabulary
knowledge: meaning (7 items), use (7 items), and form (6 items), in line with the
multidimensional model of vocabulary competence. The test included multiple-choice and
matching question types, where learners identified word meanings in context, selected
appropriate lexical items to complete sentences, and recognized correct word forms. Both
instruments were reviewed by experts to ensure content validity and age appropriateness for
A2 learners, and they were administered under standardized conditions to enhance the
reliability of the results. The research procedure began with the acquisition of institutional
permission and parental consent. The listening test was administered first, followed by the
vocabulary test within the same week during regular English lessons to preserve the natural
classroom environment. To minimize potential administration biases, both instruments were
applied under standardized conditions. Clear and uniform instructions were provided in both
English and Spanish using a previously prepared script to ensure consistency across
participants. Additionally, all students were given the same amount of time to complete each
test, and the administration took place in a quiet classroom setting where external
distractions were minimized. The researcher also monitored the process to ensure that no
additional explanations or variations in instruction were introduced during the sessions. After
administration, all responses were coded and entered into a database for statistical analysis
using Jamovi. Data analysis involved both descriptive and inferential techniques. Descriptive
statistics such as mean, standard deviation, and score ranges were used to summarize
students’ performance.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1776
For example, students were required to identify the main intention of a speaker, infer
meaning from context, recognize reduced or linked forms in spoken language, or select
specific details explicitly stated in the audio.
The second instrument measured vocabulary acquisition and was also adapted from the
same platform. It comprised 20 items that evaluated three components of vocabulary
knowledge: meaning (7 items), use (7 items), and form (6 items), in line with the
multidimensional model of vocabulary competence. The test included multiple-choice and
matching question types, where learners identified word meanings in context, selected
appropriate lexical items to complete sentences, and recognized correct word forms. Both
instruments were reviewed by experts to ensure content validity and age appropriateness for
A2 learners, and they were administered under standardized conditions to enhance the
reliability of the results. The research procedure began with the acquisition of institutional
permission and parental consent. The listening test was administered first, followed by the
vocabulary test within the same week during regular English lessons to preserve the natural
classroom environment. To minimize potential administration biases, both instruments were
applied under standardized conditions. Clear and uniform instructions were provided in both
English and Spanish using a previously prepared script to ensure consistency across
participants. Additionally, all students were given the same amount of time to complete each
test, and the administration took place in a quiet classroom setting where external
distractions were minimized. The researcher also monitored the process to ensure that no
additional explanations or variations in instruction were introduced during the sessions. After
administration, all responses were coded and entered into a database for statistical analysis
using Jamovi. Data analysis involved both descriptive and inferential techniques. Descriptive
statistics such as mean, standard deviation, and score ranges were used to summarize
students’ performance.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1777
To determine the appropriate correlation test, the Shapiro–Wilk normality test was
performed. Results showed that listening scores were normally distributed (p = .164),
whereas vocabulary scores violated the normality assumption (p = .041). Given that at least
one variable was non-normal, the Spearman’s rho coefficient was selected as the most
suitable procedure to examine the relationship between listening skills and vocabulary
acquisition, as recommended by Bhandari (2021). The hypothesis tested was whether a
significant relationship existed between the two variables. The interpretation of the
correlation strength followed Siedlecki (2020) guidelines. Additionally, scatterplots were
generated to visually support the statistical findings and facilitate interpretation of the
correlation trend.
The strength of the correlation was interpreted according to Siedlecki (2020), as presented in
Table 1.
Table 1 Interpretation of Correlation Coefficient Strength
Correlation Coefficient (r) Strength of Relationship
0.00–0.10 Negligible
0.10–0.39 Weak
0.40–0.69 Moderate
0.70–0.89 Strong
0.90–1.00 Very Strong
Note. Adapted from “A user’s guide to correlation coefficients,” by H. Akoglu, 2018, Turkish Journal of
Emergency Medicine, 18(3), 91–93. https://doi.org/10.1016/j.tjem.2018.08.001
The research process started with the delimitation of the study’s scope, followed by the
selection of participants and the design of assessment instruments adjusted to the students’
English proficiency level. Prior to implementation, both instruments were reviewed by a
group of specialists to verify content validity and ensure their suitability for the target
population. Based on their feedback, minor refinements were made. Subsequently, formal
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1777
To determine the appropriate correlation test, the Shapiro–Wilk normality test was
performed. Results showed that listening scores were normally distributed (p = .164),
whereas vocabulary scores violated the normality assumption (p = .041). Given that at least
one variable was non-normal, the Spearman’s rho coefficient was selected as the most
suitable procedure to examine the relationship between listening skills and vocabulary
acquisition, as recommended by Bhandari (2021). The hypothesis tested was whether a
significant relationship existed between the two variables. The interpretation of the
correlation strength followed Siedlecki (2020) guidelines. Additionally, scatterplots were
generated to visually support the statistical findings and facilitate interpretation of the
correlation trend.
The strength of the correlation was interpreted according to Siedlecki (2020), as presented in
Table 1.
Table 1 Interpretation of Correlation Coefficient Strength
Correlation Coefficient (r) Strength of Relationship
0.00–0.10 Negligible
0.10–0.39 Weak
0.40–0.69 Moderate
0.70–0.89 Strong
0.90–1.00 Very Strong
Note. Adapted from “A user’s guide to correlation coefficients,” by H. Akoglu, 2018, Turkish Journal of
Emergency Medicine, 18(3), 91–93. https://doi.org/10.1016/j.tjem.2018.08.001
The research process started with the delimitation of the study’s scope, followed by the
selection of participants and the design of assessment instruments adjusted to the students’
English proficiency level. Prior to implementation, both instruments were reviewed by a
group of specialists to verify content validity and ensure their suitability for the target
population. Based on their feedback, minor refinements were made. Subsequently, formal
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1778
authorization was obtained from the relevant educational authorities and the participating
institution. After receiving approval, students were informed about the objectives of the
study, and ethical procedures were observed by securing parental consent and student
assent, as well as guaranteeing confidentiality and anonymity. The instruments were
administered in controlled classroom conditions, and the collected data were carefully
coded and analyzed using Jamovi software. These analyses served as the basis for the
interpretation of results, discussion, and final conclusions.
RESULTS
Objective 1 (Descriptive Analysis). To identify the strengths and weaknesses in listening
comprehension among 10th-grade EFL students.
Table 1 Descriptive statistics of listening comprehension subskills
N Mean SD Minimum Maximum
Understanding speaker’s purpose (2,5
points)
20 1.93 0.494 1.000 2.50
Making inferences from context (2,5
points)
20 1.40 0.447 0.500 2.00
Understanding connected speech (2,5
points)
20 1.48 0.617 0.500 2.50
Recognizing specific information (2,5
points)
20 2.06 0.352 1.500 2.50
TOTAL (10 points) 20 6.86 1.154 5.000 9.00
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authorization was obtained from the relevant educational authorities and the participating
institution. After receiving approval, students were informed about the objectives of the
study, and ethical procedures were observed by securing parental consent and student
assent, as well as guaranteeing confidentiality and anonymity. The instruments were
administered in controlled classroom conditions, and the collected data were carefully
coded and analyzed using Jamovi software. These analyses served as the basis for the
interpretation of results, discussion, and final conclusions.
RESULTS
Objective 1 (Descriptive Analysis). To identify the strengths and weaknesses in listening
comprehension among 10th-grade EFL students.
Table 1 Descriptive statistics of listening comprehension subskills
N Mean SD Minimum Maximum
Understanding speaker’s purpose (2,5
points)
20 1.93 0.494 1.000 2.50
Making inferences from context (2,5
points)
20 1.40 0.447 0.500 2.00
Understanding connected speech (2,5
points)
20 1.48 0.617 0.500 2.50
Recognizing specific information (2,5
points)
20 2.06 0.352 1.500 2.50
TOTAL (10 points) 20 6.86 1.154 5.000 9.00
Ciencia y Reflexión - Revista Científica Multidisciplinaria
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Table 1 shows that students demonstrated an overall moderate level of listening
comprehension, with total scores ranging from 5.00 to 9.00 points. The highest mean score
corresponded to “recognizing specific information” (M = 2.06), indicating that learners
performed better when the listening task provided explicit and easily detectable details. This
trend aligns with observations in L2 listening literature suggesting that lower-intermediate
learners tend to rely on surface-level cues for comprehension.
In contrast, “making inferences” obtained the lowest mean score (M = 1.40). This suggests
that students struggled to interpret implicit meaning or understand information not directly
stated in the audio input. The standard deviation (0.447) also reveals moderate differences
among students, which indicates that while a few demonstrated inference skills, most
experienced considerable difficulty. Similar challenges with inferential comprehension have
been documented among A2-level listeners, who often need stronger lexical and contextual
knowledge to interpret implied meaning.
Regarding “understanding connected speech,” the mean score (1.48) and the highest
standard deviation (0.617) reveal that students showed varied ability in identifying reduced
forms, linking, and faster speech. This is typically considered one of the most problematic
aspects of listening for EFL learners.
Finally, “understanding the speaker’s purpose” received a relatively higher mean (1.93),
showing that students were moderately able to identify the general intention behind the
message. Overall, although learners managed literal comprehension tasks, they displayed
weaknesses in deeper processing skills such as inferencing and decoding connected speech.
Objective 2 (Descriptive statistics). To measure the extent of vocabulary knowledge (breadth
and depth) among 10th-grade EFL learners.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1779
Table 1 shows that students demonstrated an overall moderate level of listening
comprehension, with total scores ranging from 5.00 to 9.00 points. The highest mean score
corresponded to “recognizing specific information” (M = 2.06), indicating that learners
performed better when the listening task provided explicit and easily detectable details. This
trend aligns with observations in L2 listening literature suggesting that lower-intermediate
learners tend to rely on surface-level cues for comprehension.
In contrast, “making inferences” obtained the lowest mean score (M = 1.40). This suggests
that students struggled to interpret implicit meaning or understand information not directly
stated in the audio input. The standard deviation (0.447) also reveals moderate differences
among students, which indicates that while a few demonstrated inference skills, most
experienced considerable difficulty. Similar challenges with inferential comprehension have
been documented among A2-level listeners, who often need stronger lexical and contextual
knowledge to interpret implied meaning.
Regarding “understanding connected speech,” the mean score (1.48) and the highest
standard deviation (0.617) reveal that students showed varied ability in identifying reduced
forms, linking, and faster speech. This is typically considered one of the most problematic
aspects of listening for EFL learners.
Finally, “understanding the speaker’s purpose” received a relatively higher mean (1.93),
showing that students were moderately able to identify the general intention behind the
message. Overall, although learners managed literal comprehension tasks, they displayed
weaknesses in deeper processing skills such as inferencing and decoding connected speech.
Objective 2 (Descriptive statistics). To measure the extent of vocabulary knowledge (breadth
and depth) among 10th-grade EFL learners.
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Table 2 Descriptive statistics of students’ vocabulary acquisition (breadth and depth)
N Mean SD Minimum Maximum
Form Aspect (3 points) 20 2.38 0.646 1.00 3.00
Meaning aspect (3 points) 20 2.25 0.698 1.00 3.00
Use aspect (4 points) 20 3.42 0.936 2.00 5.00
TOTAL (10 points) 20 8.05 1.337 5.50 10.00
The scores in Table 2 indicate that students achieved a generally strong performance in
vocabulary, with a total mean of 8.05 points. Among the three dimensions, “use” obtained
the highest mean (3.42), showing that learners were more capable of applying vocabulary in
context. The wide range (2.00 to 5.00 points) demonstrates some variability, suggesting that
while many students used lexical items effectively, others still required support to use
vocabulary appropriately in sentences.
The “meaning” dimension obtained the lowest mean (2.25), reflecting that some learners
lacked sufficient semantic depth to distinguish related meanings or identify nuanced
associations. This pattern is common among learners with limited exposure to
contextualized vocabulary use. “Form” presented a relatively strong mean (2.38), indicating
that students generally recognized word spelling and structure, though some still showed
minor difficulties.
Altogether, the results suggest that while students possess an acceptable vocabulary
foundation, gaps in semantic understanding may hinder performance in tasks requiring
deeper interpretation, such as inferential listening.
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Table 2 Descriptive statistics of students’ vocabulary acquisition (breadth and depth)
N Mean SD Minimum Maximum
Form Aspect (3 points) 20 2.38 0.646 1.00 3.00
Meaning aspect (3 points) 20 2.25 0.698 1.00 3.00
Use aspect (4 points) 20 3.42 0.936 2.00 5.00
TOTAL (10 points) 20 8.05 1.337 5.50 10.00
The scores in Table 2 indicate that students achieved a generally strong performance in
vocabulary, with a total mean of 8.05 points. Among the three dimensions, “use” obtained
the highest mean (3.42), showing that learners were more capable of applying vocabulary in
context. The wide range (2.00 to 5.00 points) demonstrates some variability, suggesting that
while many students used lexical items effectively, others still required support to use
vocabulary appropriately in sentences.
The “meaning” dimension obtained the lowest mean (2.25), reflecting that some learners
lacked sufficient semantic depth to distinguish related meanings or identify nuanced
associations. This pattern is common among learners with limited exposure to
contextualized vocabulary use. “Form” presented a relatively strong mean (2.38), indicating
that students generally recognized word spelling and structure, though some still showed
minor difficulties.
Altogether, the results suggest that while students possess an acceptable vocabulary
foundation, gaps in semantic understanding may hinder performance in tasks requiring
deeper interpretation, such as inferential listening.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
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Objective 3 (Inferential Analysis). To determine the relationship between students’ listening
skills and vocabulary knowledge.
Table 3 Results of the Shapiro–Wilk normality test for listening and vocabulary scores
Shapiro-Wilk
N Mean Minimum Maximum W p
Listening Test 20 6.86 5.00 9.00 0.949 >0.347
Vocabulary Test 20 8.05 5.50 10.00 0.931 >0.164
Note. p > .05 indicates that the data follow a normal distribution.
The results of the Shapiro–Wilk normality test indicate that both variables—listening skills
(W = 0.949, p = 0.347) and vocabulary knowledge (W = 0.931, p = 0.164)—present p-values
greater than the significance level of 0.05. This suggests that there is no statistically
significant deviation from a normal distribution for either variable. Therefore, the assumption
of normality is met, supporting the use of parametric statistical procedures. Based on this
result, the Pearson correlation coefficient was deemed appropriate to examine the
relationship between listening skills and vocabulary knowledge.
Table 4 Pearson correlation matrix between listening skills and vocabulary knowledge
Variable 1 2
1. Listening Test —
2. Vocabulary Test 0.612** —
*Note. *p < .01 (2-tailed).
The results of the Pearson correlation analysis reveal a statistically significant positive
relationship between listening skills and vocabulary knowledge (r = 0.612, p < .01). This
indicates a moderate to strong correlation, suggesting that students with higher listening
comprehension scores tend to demonstrate greater vocabulary knowledge.
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Objective 3 (Inferential Analysis). To determine the relationship between students’ listening
skills and vocabulary knowledge.
Table 3 Results of the Shapiro–Wilk normality test for listening and vocabulary scores
Shapiro-Wilk
N Mean Minimum Maximum W p
Listening Test 20 6.86 5.00 9.00 0.949 >0.347
Vocabulary Test 20 8.05 5.50 10.00 0.931 >0.164
Note. p > .05 indicates that the data follow a normal distribution.
The results of the Shapiro–Wilk normality test indicate that both variables—listening skills
(W = 0.949, p = 0.347) and vocabulary knowledge (W = 0.931, p = 0.164)—present p-values
greater than the significance level of 0.05. This suggests that there is no statistically
significant deviation from a normal distribution for either variable. Therefore, the assumption
of normality is met, supporting the use of parametric statistical procedures. Based on this
result, the Pearson correlation coefficient was deemed appropriate to examine the
relationship between listening skills and vocabulary knowledge.
Table 4 Pearson correlation matrix between listening skills and vocabulary knowledge
Variable 1 2
1. Listening Test —
2. Vocabulary Test 0.612** —
*Note. *p < .01 (2-tailed).
The results of the Pearson correlation analysis reveal a statistically significant positive
relationship between listening skills and vocabulary knowledge (r = 0.612, p < .01). This
indicates a moderate to strong correlation, suggesting that students with higher listening
comprehension scores tend to demonstrate greater vocabulary knowledge.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1782
From a practical educational perspective, this finding implies that listening activities play a
meaningful role in supporting vocabulary development in EFL classrooms. Specifically,
increased exposure to spoken input—such as dialogues, audio recordings, and authentic
listening materials can help learners acquire new vocabulary in context, improve word
recognition, and develop a better understanding of usage and pronunciation. Therefore,
incorporating systematic listening practice into English instruction may contribute to
strengthening students’ vocabulary acquisition and overall communicative competence.
DISCUSSION
The present study examined the relationship between listening skills and vocabulary
acquisition among tenth-grade English as a Foreign Language (EFL) learners enrolled in a
private fiscomisional institution in Loja during the 2025–2026 school year. Using a
quantitative correlational design, the research addressed three guiding questions aligned with
the specific objectives of the study, contributing to the growing body of research on the
interdependence of receptive skills and lexical knowledge in EFL contexts.
The first question focused on identifying the strengths and weaknesses in listening
comprehension. The descriptive findings indicated that students performed better in
recognizing explicit information than in tasks requiring inferential reasoning or interpretation
of implicit meaning. This result confirms previous findings by Mclean and Rouault (2017),
which highlight that learners at lower proficiency levels rely primarily on literal
comprehension strategies. Furthermore, the present study extends this line of research by
providing empirical evidence from an Ecuadorian EFL context, where similar patterns of
listening development are observed. This suggests that the progression from literal to
inferential comprehension may be a consistent feature across different educational settings,
reinforcing the notion of a developmental trajectory in listening skills acquisition.
The second question examined the extent of vocabulary knowledge in terms of meaning,
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1782
From a practical educational perspective, this finding implies that listening activities play a
meaningful role in supporting vocabulary development in EFL classrooms. Specifically,
increased exposure to spoken input—such as dialogues, audio recordings, and authentic
listening materials can help learners acquire new vocabulary in context, improve word
recognition, and develop a better understanding of usage and pronunciation. Therefore,
incorporating systematic listening practice into English instruction may contribute to
strengthening students’ vocabulary acquisition and overall communicative competence.
DISCUSSION
The present study examined the relationship between listening skills and vocabulary
acquisition among tenth-grade English as a Foreign Language (EFL) learners enrolled in a
private fiscomisional institution in Loja during the 2025–2026 school year. Using a
quantitative correlational design, the research addressed three guiding questions aligned with
the specific objectives of the study, contributing to the growing body of research on the
interdependence of receptive skills and lexical knowledge in EFL contexts.
The first question focused on identifying the strengths and weaknesses in listening
comprehension. The descriptive findings indicated that students performed better in
recognizing explicit information than in tasks requiring inferential reasoning or interpretation
of implicit meaning. This result confirms previous findings by Mclean and Rouault (2017),
which highlight that learners at lower proficiency levels rely primarily on literal
comprehension strategies. Furthermore, the present study extends this line of research by
providing empirical evidence from an Ecuadorian EFL context, where similar patterns of
listening development are observed. This suggests that the progression from literal to
inferential comprehension may be a consistent feature across different educational settings,
reinforcing the notion of a developmental trajectory in listening skills acquisition.
The second question examined the extent of vocabulary knowledge in terms of meaning,
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1783
use, and form. The results showed that students achieved their highest performance in the
“use” component and their lowest in “meaning.” This finding is consistent with González
(2022), who argues that learners tend to acquire functional aspects of vocabulary before
developing deeper semantic knowledge. In addition, the results align with Laufer and
Ravenhorst (2010), who emphasize that semantic depth requires sustained exposure and
cognitive processing. Importantly, this study extends previous research by evidencing that
this imbalance between use and meaning is also present in secondary-level EFL learners in
Ecuador, highlighting a potential gap in vocabulary instruction. Therefore, the findings
suggest the need for pedagogical approaches that promote deeper semantic processing
rather than solely focusing on functional usage.
The third question explored whether there was a significant relationship between listening
skills and vocabulary acquisition. The correlational analysis revealed a positive and
statistically significant association between the two variables, indicating that stronger
vocabulary knowledge is linked to better listening performance. This result confirms prior
studies by Zhang and Graham (2020), Pizarro and Aulestia (2025), and Khajavy, G. H., &
Aghaee, E. (2023), which emphasize the role of vocabulary breadth, depth, and phonological
knowledge in facilitating listening comprehension processes such as speech segmentation
and lexical access. Moreover, the present findings extend existing literature by
demonstrating this relationship within a specific Latin American EFL context, thereby
contributing to the external validity of these theoretical claims. At the same time, the
moderate-to-strong correlation observed suggests that vocabulary is a key, though not
exclusive, factor influencing listening performance, indicating the need to consider additional
linguistic and cognitive variables.
Although the findings demonstrate a significant relationship, several alternative explanations
may help contextualize the results.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1783
use, and form. The results showed that students achieved their highest performance in the
“use” component and their lowest in “meaning.” This finding is consistent with González
(2022), who argues that learners tend to acquire functional aspects of vocabulary before
developing deeper semantic knowledge. In addition, the results align with Laufer and
Ravenhorst (2010), who emphasize that semantic depth requires sustained exposure and
cognitive processing. Importantly, this study extends previous research by evidencing that
this imbalance between use and meaning is also present in secondary-level EFL learners in
Ecuador, highlighting a potential gap in vocabulary instruction. Therefore, the findings
suggest the need for pedagogical approaches that promote deeper semantic processing
rather than solely focusing on functional usage.
The third question explored whether there was a significant relationship between listening
skills and vocabulary acquisition. The correlational analysis revealed a positive and
statistically significant association between the two variables, indicating that stronger
vocabulary knowledge is linked to better listening performance. This result confirms prior
studies by Zhang and Graham (2020), Pizarro and Aulestia (2025), and Khajavy, G. H., &
Aghaee, E. (2023), which emphasize the role of vocabulary breadth, depth, and phonological
knowledge in facilitating listening comprehension processes such as speech segmentation
and lexical access. Moreover, the present findings extend existing literature by
demonstrating this relationship within a specific Latin American EFL context, thereby
contributing to the external validity of these theoretical claims. At the same time, the
moderate-to-strong correlation observed suggests that vocabulary is a key, though not
exclusive, factor influencing listening performance, indicating the need to consider additional
linguistic and cognitive variables.
Although the findings demonstrate a significant relationship, several alternative explanations
may help contextualize the results.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1784
Learners may have been exposed to English through digital media, extracurricular activities,
or informal learning environments that were not controlled in the study. Additionally,
affective factors such as motivation, anxiety, and confidence may have influenced students’
performance, as suggested in prior listening research. These factors indicate that the
relationship between listening skills and vocabulary knowledge is complex and multifaceted,
and cannot be explained by a single variable.
Despite its contributions, this study presents important limitations that must be
acknowledged. First, the small sample size (N = 20) limits the generalizability of the findings,
as the results may not be representative of broader EFL populations. Second, the
correlational design does not allow for causal inferences; therefore, it cannot be concluded
that vocabulary knowledge directly causes improvements in listening skills. These limitations
highlight the need for caution when interpreting the results.
Future research should address these constraints by employing larger and more diverse
samples to enhance generalizability. In addition, experimental or longitudinal designs are
recommended to examine causal relationships and track the development of listening and
vocabulary skills over time. Such approaches would provide a more robust understanding of
how these variables interact and inform more effective pedagogical interventions in EFL
contexts.
In conclusion, this study contributes to the existing literature by confirming and extending
previous findings on the relationship between listening skills and vocabulary acquisition,
particularly within an under-researched Ecuadorian educational context. The results
underscore the importance of integrating vocabulary development and listening practice in
EFL instruction, while also pointing to the need for more comprehensive and
methodologically robust future investigations.
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Learners may have been exposed to English through digital media, extracurricular activities,
or informal learning environments that were not controlled in the study. Additionally,
affective factors such as motivation, anxiety, and confidence may have influenced students’
performance, as suggested in prior listening research. These factors indicate that the
relationship between listening skills and vocabulary knowledge is complex and multifaceted,
and cannot be explained by a single variable.
Despite its contributions, this study presents important limitations that must be
acknowledged. First, the small sample size (N = 20) limits the generalizability of the findings,
as the results may not be representative of broader EFL populations. Second, the
correlational design does not allow for causal inferences; therefore, it cannot be concluded
that vocabulary knowledge directly causes improvements in listening skills. These limitations
highlight the need for caution when interpreting the results.
Future research should address these constraints by employing larger and more diverse
samples to enhance generalizability. In addition, experimental or longitudinal designs are
recommended to examine causal relationships and track the development of listening and
vocabulary skills over time. Such approaches would provide a more robust understanding of
how these variables interact and inform more effective pedagogical interventions in EFL
contexts.
In conclusion, this study contributes to the existing literature by confirming and extending
previous findings on the relationship between listening skills and vocabulary acquisition,
particularly within an under-researched Ecuadorian educational context. The results
underscore the importance of integrating vocabulary development and listening practice in
EFL instruction, while also pointing to the need for more comprehensive and
methodologically robust future investigations.
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ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1785
CONCLUSIONS
This study examined the relationship between listening skills and vocabulary acquisition
among tenth-grade EFL learners and found a statistically significant positive correlation
between the two variables. The results confirm that students with stronger vocabulary
knowledge tend to demonstrate higher levels of listening comprehension.
Regarding to listening subskills, learners showed greater success in identifying explicit
information, while inferential comprehension and processing connected speech posed
greater challenges. These findings highlight the need for instructional practices that support
deeper listening processes rather than focusing solely on surface-level comprehension.
In terms of vocabulary acquisition, students demonstrated stronger performance in
functional usage and weaker performance in semantic depth. This imbalance suggests that
vocabulary instruction should place greater emphasis on meaning development and
contextualized lexical relationships to support higher-order comprehension.
The study identified a significant positive relationship between listening skills and vocabulary
acquisition. Learners demonstrated greater difficulty with inferential listening and semantic
knowledge, highlighting the need for integrated instructional approaches. These findings
contribute evidence from an underrepresented educational context and support pedagogical
practices that combine listening and vocabulary development.
LIST OF REFERENCES
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be
taught. International Journal of Teaching and Education, 3(3), 21-34.
https://doi.org/10.20472/TE.2015.3.3.002
Bhandari, P. (2021). Correlational research: When & how to use it. Scribbr.
https://www.scribbr.com/methodology/correlational-research/
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1785
CONCLUSIONS
This study examined the relationship between listening skills and vocabulary acquisition
among tenth-grade EFL learners and found a statistically significant positive correlation
between the two variables. The results confirm that students with stronger vocabulary
knowledge tend to demonstrate higher levels of listening comprehension.
Regarding to listening subskills, learners showed greater success in identifying explicit
information, while inferential comprehension and processing connected speech posed
greater challenges. These findings highlight the need for instructional practices that support
deeper listening processes rather than focusing solely on surface-level comprehension.
In terms of vocabulary acquisition, students demonstrated stronger performance in
functional usage and weaker performance in semantic depth. This imbalance suggests that
vocabulary instruction should place greater emphasis on meaning development and
contextualized lexical relationships to support higher-order comprehension.
The study identified a significant positive relationship between listening skills and vocabulary
acquisition. Learners demonstrated greater difficulty with inferential listening and semantic
knowledge, highlighting the need for integrated instructional approaches. These findings
contribute evidence from an underrepresented educational context and support pedagogical
practices that combine listening and vocabulary development.
LIST OF REFERENCES
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be
taught. International Journal of Teaching and Education, 3(3), 21-34.
https://doi.org/10.20472/TE.2015.3.3.002
Bhandari, P. (2021). Correlational research: When & how to use it. Scribbr.
https://www.scribbr.com/methodology/correlational-research/
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1786
Cohen, L., Manion, L., & Morrison, K. (2024). Research methods in education (9th ed.).
Routledge. https://doi.org/10.4324/9781003310044
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and
mixed methods approaches (6th ed.). SAGE Publications.
https://www.sagepub.com/en-us/nam/research-design/book276230
El-Dakhs, D. A. S. (2022). The lexical dimension of second language listening: A focus on
vocabulary knowledge. Journal of Psycholinguistic Research, 51, 1055–1075.
https://doi.org/10.1007/s10936-022-09879-6
González-Fernández, B. (2022). Vocabulary knowledge: Lexical depth and its relationship
with out-of-class exposure. In Vocabulary Theory, Patterning and Teaching (pp. 19-45).
Multilingual Matters. https://doi.org/10.21832/9781788923750-005
Khajavy, G. H., & Aghaee, E. (2023). Revisiting the relationship between vocabulary
knowledge and listening comprehension: A multivariate analysis. System, 115, 103058.
https://doi.org/10.1016/j.system.2023.103058
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical
coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign
Language, 22(1), 15-30. https://nflrc.hawaii.edu/rfl/April2010/articles/laufer.pdf
Mclean, S., & Rouault, G. (2017). The effectiveness of vocabulary learning via mobile
devices. Reading in a Foreign Language, 29(1), 89-111.
https://nflrc.hawaii.edu/rfl/April2017/articles/mclean.pdf
Milton, J., & Roche, T. (2020). Vocabulary Size and Skills in a Second Language. Multilingual
Matters. https://doi.org/10.21832/9781788928649
Pizarro, G., & Aulestia, J. (2025). Lexical development as a key component in strengthening oral
comprehension in rural EFL contexts. Ciencia Latina Revista Científica Multidisciplinar.
https://doi.org/10.37811/cl_rcm.v9i1.13500
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1786
Cohen, L., Manion, L., & Morrison, K. (2024). Research methods in education (9th ed.).
Routledge. https://doi.org/10.4324/9781003310044
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and
mixed methods approaches (6th ed.). SAGE Publications.
https://www.sagepub.com/en-us/nam/research-design/book276230
El-Dakhs, D. A. S. (2022). The lexical dimension of second language listening: A focus on
vocabulary knowledge. Journal of Psycholinguistic Research, 51, 1055–1075.
https://doi.org/10.1007/s10936-022-09879-6
González-Fernández, B. (2022). Vocabulary knowledge: Lexical depth and its relationship
with out-of-class exposure. In Vocabulary Theory, Patterning and Teaching (pp. 19-45).
Multilingual Matters. https://doi.org/10.21832/9781788923750-005
Khajavy, G. H., & Aghaee, E. (2023). Revisiting the relationship between vocabulary
knowledge and listening comprehension: A multivariate analysis. System, 115, 103058.
https://doi.org/10.1016/j.system.2023.103058
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical
coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign
Language, 22(1), 15-30. https://nflrc.hawaii.edu/rfl/April2010/articles/laufer.pdf
Mclean, S., & Rouault, G. (2017). The effectiveness of vocabulary learning via mobile
devices. Reading in a Foreign Language, 29(1), 89-111.
https://nflrc.hawaii.edu/rfl/April2017/articles/mclean.pdf
Milton, J., & Roche, T. (2020). Vocabulary Size and Skills in a Second Language. Multilingual
Matters. https://doi.org/10.21832/9781788928649
Pizarro, G., & Aulestia, J. (2025). Lexical development as a key component in strengthening oral
comprehension in rural EFL contexts. Ciencia Latina Revista Científica Multidisciplinar.
https://doi.org/10.37811/cl_rcm.v9i1.13500
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1787
Schmitt, N., & Schmitt, D. (2020). Vocabulary in Language Teaching (2nd ed.). Cambridge
University Press. https://doi.org/10.1017/9781108348218
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical
Nurse Specialist, 34(1), 8-12. https://doi.org/10.1097/NUR.0000000000000493
Vandergrift, L., & Goh, C. C. (2012). Teaching and Learning Second Language Listening:
Metacognition, Process, and Strategy. Routledge.
https://doi.org/10.4324/9780203843376
Wallace, M. P. (2022). Individual differences in second language listening: Examining the role
of vocabulary knowledge and metacognitive awareness. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.955430
Wallace, M. P., & Lee, K. (2020). Examining second language listening, vocabulary, and
executive functioning. Frontiers in Psychology, 11, 1122.
https://doi.org/10.3389/fpsyg.2020.01122
Zhang, X., & Yuan, Y. (2021). The effects of explicit training in connected speech on EFL
learners’ listening comprehension. Journal of English for Academic Purposes, 54,
101043. https://doi.org/10.1016/j.jeap.2021.101043
Zhang, X., & Graham, S. (2020). The relationship between vocabulary knowledge and L2
listening comprehension: A meta-analysis. Applied Linguistics Review, 11(4), 1-25.
https://doi.org/10.1515/applirev-2019-0123
La Revista utiliza códigos para identificar al Editor y al equipo de
PARES REVISORES. Si tiene dudas o consultas, contacte a:
contacto@cienciayreflexion.org
Código de Editor: 104
Código de Revisores: 861
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1787
Schmitt, N., & Schmitt, D. (2020). Vocabulary in Language Teaching (2nd ed.). Cambridge
University Press. https://doi.org/10.1017/9781108348218
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical
Nurse Specialist, 34(1), 8-12. https://doi.org/10.1097/NUR.0000000000000493
Vandergrift, L., & Goh, C. C. (2012). Teaching and Learning Second Language Listening:
Metacognition, Process, and Strategy. Routledge.
https://doi.org/10.4324/9780203843376
Wallace, M. P. (2022). Individual differences in second language listening: Examining the role
of vocabulary knowledge and metacognitive awareness. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.955430
Wallace, M. P., & Lee, K. (2020). Examining second language listening, vocabulary, and
executive functioning. Frontiers in Psychology, 11, 1122.
https://doi.org/10.3389/fpsyg.2020.01122
Zhang, X., & Yuan, Y. (2021). The effects of explicit training in connected speech on EFL
learners’ listening comprehension. Journal of English for Academic Purposes, 54,
101043. https://doi.org/10.1016/j.jeap.2021.101043
Zhang, X., & Graham, S. (2020). The relationship between vocabulary knowledge and L2
listening comprehension: A meta-analysis. Applied Linguistics Review, 11(4), 1-25.
https://doi.org/10.1515/applirev-2019-0123
La Revista utiliza códigos para identificar al Editor y al equipo de
PARES REVISORES. Si tiene dudas o consultas, contacte a:
contacto@cienciayreflexion.org
Código de Editor: 104
Código de Revisores: 861