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The vocabulary knowledge of 166 English as a Foreign Language (EFL) learners in Taiwan was measured annually over a five year period using a bilingual version of the Vocabulary Levels Test (VLT) ( Nation, 1983 , 1990 ; Schmitt, Schmitt, and Clapham, 2001 ). The five years of data collection involved English language instruction in high school and university. Test scores were examined according to the amount of English language instruction the participants received. The results indicated that one group of participants learned as few as 18 words in one year, while another group learned as many as 430 words. The findings also revealed that in the final year of the study only 47% of the participants had mastered the 1,000 word level, and 16% had mastered the 2,000 word level. The results suggest that vocabulary learning within the institution could be greatly improved. Key features of a vocabulary learning plan within institutions are outlined.
Webb et al. (Sun,) studied this question.
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