Examining the impact of vocabulary size on listening abilities among Moroccan second year baccalaureate students

Abstract

This correlational study investigates the relationship between vocabulary size and listening abilities among Moroccan high school students, specifically focusing on 90 second year Baccalaureate students from Almansour Addahbi High School in Sidi Kacem, Morocco. Data were collected through standardized vocabulary size and listening proficiency tests, and statistical analyses were performed using Pearson correlation and regression analysis. The results revealed a significant positive correlation (r = 0.827, p < 0.01) between vocabulary and listening skills, indicating that students with larger vocabulary sizes tend to exhibit higher listening scores. Regression analysis further supported the findings, showing that vocabulary significantly predicted listening abilities (Beta = 0.827, p < 0.01). These findings emphasize the critical role of vocabulary knowledge in enhancing listening comprehension among second year Baccalaureate students, with implications for language education strategies.