THE RELATIONSHIP BETWEEN PERCEIVED LEVEL OF VOCABULARY ACQUISITION AND READING COMPREHENSION OF ENGLISH LANGUAGE LEARNERS ON ACADEMIC PERFORMANCE

Aims: This research investigates the intricate relationship between vocabulary acquisition and reading comprehension among English Language Learners (ELLs), offering a comprehensive exploration of demographic profiles, vocabulary development, and reading proficiency. Study design: The study employed a descriptive correlational research design. Participants: The study showed that the majority of the population analyzed were females, mostly under 18 years old, and a significant portion of them had parents who were either unemployed or engaged in informal work. This indicates that there might be socio-economic factors that affect the lives of these learners. Methodology: The study employed a descriptive correlational research design at Golden Heritage College in Cagayan de Oro City. Additionally, the study showed that the majority of the population analyzed were females, mostly under 18 years old, and a significant portion of them had parents who were either unemployed or engaged in informal work. This indicates that there might be socio-economic factors that affect the lives of these learners. Results: In the perceived level of learners’ vocabulary acquisition, vocabulary size concluded with the highest average mean and the lowest was vocabulary retention which implies that learners generally possess a high perceived level of vocabulary acquisition. The perceived level of learners’ reading comprehension, the inferential variable concluded with the highest average mean, implies that learners generally exhibit a good perceived level of reading comprehension. Conclusion: There is a strong correlation between vocabulary learning and reading comprehension in students and there is a significant relationship between learners' vocabulary acquisition and academic performance is of principal importance to students. Thus, the study stressed the critical role of proficient reading comprehension in academic success, highlighting the importance of targeted interventions to enhance students' reading skills for improved overall academic performance.