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Article published In:
ITL - International Journal of Applied Linguistics
Vol. 168:1 (2017) ► pp.33–69

The updated Vocabulary Levels Test

Developing and validating two new forms of the VLT

| University of Western Ontario
| Kyoto University
| Victoria University of Wellington

The Vocabulary Levels Test (Nation, 1983; Schmitt, Schmitt, & Clapham, 2001) indicates the word frequency level that should be used to select words for learning. The present study involves the development and validation of two new forms of the test. The new forms consist of five levels measuring knowledge of vocabulary at the 1000, 2000, 3000, 4000, and 5000 levels. Items for the tests were sourced from Nation’s (2012) BNC/COCA word lists. The research involved first identifying quality items using the data from 1,463 test takers to create two equivalent forms, and then evaluating the forms with the data from a further 250 test takers. This study also makes an initial attempt to validate the new forms using Messick’s (1989, 1995) validity framework.

Article outline
  • Introduction
    • Creating new forms of the Vocabulary Levels Test
  • Development of two equivalent forms
  • Evaluation of the two equivalent forms
    • Instrument
    • Participants
    • Equivalence of the two forms
    • Validation
      • Content aspect of construct validity
      • Substantive aspect of construct validity
      • Structural aspect of construct validity
      • Generalizability aspect of construct validity
        • (1)Item calibration invariance
        • (2)Person measure invariance
        • (3)Reliability
        • (4)Invariance across administrative contexts
      • External aspects of construct validity
  • Discussion
    • Interpreting scores
    • Limitations
  • Conclusion
  • Notes
  • References


This article is currently available as a sample article.

Published online: 5 October 2017
DOI logo
https://doi.org/10.1075/itl.168.1.02web
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2022. THE EFFECTS OF TALKER VARIABILITY AND FREQUENCY OF EXPOSURE ON THE ACQUISITION OF SPOKEN WORD KNOWLEDGE. Studies in Second Language Acquisition 44:2 ► pp. 357 ff. DOI logo
2022. Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?. The Modern Language Journal 106:2 ► pp. 351 ff. DOI logo
2023. Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words. Language Learning 73:1 ► pp. 84 ff. DOI logo
Uchihara, Takumi, Stuart Webb & Akifumi Yanagisawa
2019. The Effects of Repetition on Incidental Vocabulary Learning: A Meta‐Analysis of Correlational Studies. Language Learning 69:3 ► pp. 559 ff. DOI logo
VALİZADEH, Mohammadreza
2022. Investigating the Impacts of Mobıle Assısted Readıng on EFL Learners’ Vocabulary Knowledge Development. Sakarya University Journal of Education ► pp. 563 ff. DOI logo
Vu, Duy Van, Ann-Sophie Noreillie & Elke Peters
2023. Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains. Language Teaching Research ► pp. 136216882211510 ff. DOI logo
Vu, Duy Van & Elke Peters
2022. Learning Vocabulary from Reading-only, Reading-while-listening, and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners. RELC Journal 53:1 ► pp. 85 ff. DOI logo
2022. INCIDENTAL LEARNING OF COLLOCATIONS FROM MEANINGFUL INPUT. Studies in Second Language Acquisition 44:3 ► pp. 685 ff. DOI logo
2023. A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains. TESOL Quarterly 57:1 ► pp. 5 ff. DOI logo
Warnby, Marcus
2023. Academic vocabulary knowledge among adolescents in university preparatory programmes. Journal of English for Academic Purposes 61 ► pp. 101203 ff. DOI logo
Warnby, Marcus, Hans Malmström & Kajsa Yang Hansen
2023. Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT. Language Testing ► pp. 026553222211456 ff. DOI logo
Webb, Stuart
2021. WORD FAMILIES AND LEMMAS, NOT A REAL DILEMMA. Studies in Second Language Acquisition 43:5 ► pp. 973 ff. DOI logo
2021. THE LEMMA DILEMMA. Studies in Second Language Acquisition 43:5 ► pp. 941 ff. DOI logo
2021. A DIFFERENT PERSPECTIVE ON THE LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE. Studies in Second Language Acquisition 43:2 ► pp. 454 ff. DOI logo
Webb, Stuart & Paul Nation
2018. Teaching Vocabulary. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Webb, Stuart A.
2018. Advanced Lexical Development. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 401 ff. DOI logo
Xodabande, Ismail, Vahid Asadi & Mohammadreza Valizadeh
2023. Teaching vocabulary items in corpus-based wordlists to university students: comparing the effectiveness of digital and paper-based flashcards. Journal of China Computer-Assisted Language Learning 2:2 ► pp. 257 ff. DOI logo
Xodabande, Ismail, Asqar Pourhassan & Mohammadreza Valizadeh
2022. Self-directed learning of core vocabulary in English by EFL learners: comparing the outcomes from paper and mobile application flashcards. Journal of Computers in Education 9:1 ► pp. 93 ff. DOI logo
Yang, Lu & Averil Coxhead
2022. A Corpus-based Study of Vocabulary in the New Concept English Textbook Series. RELC Journal 53:3 ► pp. 597 ff. DOI logo
Yang, Yin & Yanjie Song
2022. Understanding primary students’ self-regulated vocabulary learning behaviours on a mobile app via learning analytics and their associated outcomes: a case study. Journal of Computers in Education DOI logo
Yu, Xi, Frank Boers & Paul Tremblay
2022. Learning multiword items through dictation and dictogloss: How task performance predicts learning outcomes. Language Teaching Research ► pp. 136216882211172 ff. DOI logo
[no author supplied]
2022. Research Methods in Vocabulary Studies [Research Methods in Applied Linguistics, 2], DOI logo

This list is based on CrossRef data as of 22 march 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.