The Relationship between Vocabulary Learning Strategies and Reading Comprehension Skills in Beginner English Learners

Abstract

Reading comprehension in beginner English learners is often hampered by limited vocabulary. Vocabulary learning strategies (VLS) are believed to improve reading ability by helping students internalize and apply vocabulary effectively. This study aims to analyze the relationship between VLS and reading ability in beginner English learners. The method used is a literature review with a descriptive-correlational approach, by analyzing 12 relevant previous studies, including qualitative, quasi-experimental, and quantitative surveys. The results of the analysis indicate that context-based strategies, metacognitive strategies, and explicit instruction have a positive effect on reading ability, while mechanical memorization strategies or the use of dictionaries without context are less effective. Integration of digital media, task-based activities, and adapting strategies to individual preferences also strengthen vocabulary mastery and reading ability. These findings emphasize the importance of developing a vocabulary learning model that combines metacognitive strategies, context-based strategies, and explicit instruction to support reading comprehension in beginner English learners.