THE MEDIATING EFFECT OF VOCABULARY KNOWLEDGE ON THE

LANGUAGE AWARENESS AND READING COMPREHENSION:

A QUANTITATIVE STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 30
Issue 5
Pages: 775-787
Document ID: 2025PEMJ2878
DOI: 10.5281/zenodo.14615208
Manuscript Accepted: 12-17-2024
 Psych Educ, 2025, 30(5): 775-787, Document ID:2025PEMJ2878, doi:10.5281/zenodo.14615208, ISSN 2822-4353
Research Article

The Mediating Effect of Vocabulary Knowledge on the Language Awareness and Reading
Comprehension: A Quantitative Study
Loradel L. Yute,* Kristy Jane R. Muegna
For affiliations and correspondence, see the last page.
Abstract
The study aimed to explore the mediating effect of vocabulary knowledge on the language awareness and reading
comprehension of English education students in a local college. This study engaged a quantitative method design,
utilizing a mediation analysis approach. The participants of the study were the English education students from all
year levels. There were 214 students who were randomly selected for quantitative. The data was collected through a
survey questionnaire. Based on the results of the study, it was determined that the level of language awareness is
moderate, the level of vocabulary knowledge is low, and reading comprehension is low. Furthermore, the mediation
analysis of this study revealed that vocabulary knowledge partially mediates the relationship between language
awareness and reading comprehension as perceived by English major students. The perceived level of vocabulary
knowledge has a positive relationship with the perceived level of reading comprehension. Moreover, in the manner of
partial mediation, this stipulates that even without the presence of vocabulary knowledge, there is still a significant
relationship between language awareness and reading comprehension as perceived by English major students. The
findings of this study highlight the critical role of vocabulary knowledge in mediating the relationship between
language awareness and reading comprehension among English education students. The low levels of vocabulary
knowledge and reading comprehension observed in the sample suggest that targeted interventions are necessary to
address these deficiencies and enhance the overall language proficiency of the students.
Keywords: language awareness, mediation analysis, reading comprehension, vocabulary knowledge, Philippines

Introduction
Reading comprehension is defined as the ability. to understand the ideas in a text and correctly guess the text's meaning. That is, reading
comprehension refers to the ability to read, process, and understand text. An individual's ability to understand text is influenced by
their inherent abilities and characteristics, including the ability to draw inferences. Furthermore, reading comprehension can help
students develop their writing strategies and vocabulary. When they read a passage, they will be able to draw the information from the
written text and interpret the information appropriately. However, in the actual teaching process, many teachers are still not aware of
this. Educators face various challenges in teaching reading comprehension, with vocabulary, decoding skills, stamina, and sentence
structure being key areas of difficulty, as well as the emphasis on teaching comprehension strategies and the integration of content,
skills, and writing in reading instruction, which highlights the complexity of addressing reading comprehension (Mansor, 2017;
Sawchuk, 2024).
In the global sector, especially in Malaysia, the most pressing issue is students' reading comprehension. For ESL students from Malaysia
who were enrolled in elementary school, reading comprehension is present. Students must deal with a general difficulty understanding
narrative texts from books, articles, newspapers, and magazines. This exercise may be difficult for students because of their low reading
frequency and comprehension; even though they have received formal instruction in English, most ESL students don't have strong
reading habits. When reading a text, students may face a variety of reading comprehension challenges text. There are numerous
variables, including the learner's word knowledge, content knowledge, motivation, reading techniques, and reading process.
Consequently, this hindrance to reading comprehension extends to active participation in academic contexts, hindering students' ability
to contribute effectively to class discussions and express their thoughts coherently (Marashi & Rahmati, 2017; Kaur, 2018).
In the national setting, specifically in Calamba City, reading comprehension emerges as a significant concern, particularly in
communities characterized by low literacy levels and living in poverty. Students, navigating multiple difficulties in languages,
experience a lack of comprehension variations in reading, primarily due to limited exposure to narrative literature and reading materials
during their early childhood. This can be seen as one factor why people with low literacy and a low level of reading comprehension
struggle to be successful: the social impact and education context. They have low self-esteem, fear, powerlessness, and a lack of
awareness about the contents. People with low levels of reading comprehension are unable to perform well at work or school. As low-
level readers cannot
They communicate effectively, but there is a barrier between their interactions with the world. Low-level readers are unable to
communicate effectively, which creates a barrier between them and the rest of the world. As a result of these factors, they are unable
to perform well at work or in school (Gunn, 2018).
In connection, the researcher had not come across any study that established the students' vocabulary knowledge as mediating the
relationship between language Awareness and reading comprehension in the relationship of language awareness and reading
comprehension the local context. There is an urgency to conduct this study because it is a worrying phenomenon in English.
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Research Article

Because students' reading comprehension is inadequate, the researcher was unable to find any studies that established students'
vocabulary knowledge as having a mediating impact on the relationship between language awareness and reading comprehension in
the local setting. There is an urgent need to conduct this study because it is a concerning phenomenon among English students who
lack reading comprehension. If neglected or unattended, the students will continue to struggle or perform poorly in reading
comprehension. Such a situation could have worsened, which will affect the quality of education in the field of learning. Hence, the
relevance of studying this study in our society is very important because it enhances vocabulary and awareness of language, especially
the strong comprehension of students and even regular individuals, as this study could help them to comprehend better as they will be
able to grasp the meaning conveyed in different texts with fluency.
Moreover, there have been prior studies that are related to this study. One of these studies focuses on and highlights reading
comprehension as a complex cognitive activity that is challenging to teach and measure. Moreover, it emphasizes the importance of
effective practices in reading instruction. Also explores the scientific aspects of reading comprehension instruction, providing valuable
insights into effective teaching methods and strategies (Elleman, 2019; Duke, 2021).
In addition, another study focuses on Different levels of reading comprehension in higher education. offering valuable perspectives on
enhancing students' reading skills at an advanced level and discussing the synergistic relationship between word recognition instruction
and reading comprehension, emphasizing effective practices for building a strong foundation in reading (Delapenia & Rojas, 2021).
However, although they are related, none of these studies focus on or highlight the mediating effect of vocabulary knowledge on
language awareness and reading comprehension. Investigating how different vocabulary knowledge interacts with language awareness
could provide valuable insights for educators and instructional designers aiming to optimize reading comprehension, ultimately
enhancing student engagement and learning outcomes. The result is expected to reveal an insight and understanding of the mediating
effect of vocabulary knowledge on Language awareness and reading comprehension among English majors. The research findings of
this study will be shared with relevant stakeholders, partners, academic institutions, and community members by sharing copies of
research papers, reports, or summaries. The purpose of this dissemination strategy is to make it available to key stakeholders so that
they can actively participate in understanding important research findings. The researcher hopes to increase the importance and
relevance of the research in scientific, collaborative, academic, and community contexts by disseminating paper versions of the research
article.
Research Objectives
The goal of this research was to determine the mediating effect of vocabulary knowledge on language awareness and reading
comprehension of Bachelor of Secondary Education major in English students. To be specific, this study explored to reveal the
following objectives:
1. To determine the level of Vocabulary knowledge in terms of:
1.1. vocabulary form;
1.2. vocabulary meaning; and,
1.3. vocabulary use.
2. To determine the level of language awareness in terms of
2.1. affective domain;
2.2. social domain;
2.3. power domain;
2.4. cognitive domain; and,
2.5. performance domain.
3. To determine the level of reading comprehension in terms of:
3.1. literal comprehension;
3.2. interpretive comprehension;
3.3. evaluative comprehension; and,
3.4. creative comprehension.
4. To determine the significant relationship between the following:
4.1. language awareness and reading comprehension
4.2. language awareness and vocabulary knowledge: and
4.3. vocabulary knowledge and reading comprehension.
5. To determine the mediating impact of vocabulary knowledge on language awareness and reading comprehension among
English majors.
Methodology
Research Design
This study used quantitative research since the quantitative research design is a systematic approach that focuses on data collection and
analysis that relies on numerical data and statistical methods. It also seeks to understand, describe, or explain phenomena by measuring

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Research Article

and quantifying variables, often using structured surveys or experiments. This research method emphasizes objectivity, replicability,
and the use of statistical analysis to draw conclusions and identify patterns and relationships in the data. It is commonly used in various
fields to generalize findings, test hypotheses, and make data-driven inferences (Coghlan & Brydon‐Miller, 2014).
This study is quantitative since it will quantify variables or test varying interventions through correlational and mediation analysis. The
primary purpose of this research study is to investigate the connection between the vocabulary knowledge and language awareness and
its impact on the reading comprehension of students. Which will be undergo by hypothesis, gathering data using surveys and
observations and through statistical analyses, including correlation and regression in a specific educational setting, which will analyze
the relationships between different variables. The outcomes of this research have the potential to provide valuable insights and improve
teaching practices, ultimately leading to a better quality of education.
A descriptive-correlational research design aims to explain the relationship between two or more variables without making any causal
claims. It entails gathering and analyzing data from at least two variables to determine whether they are related. Additionally, data
collection helps researchers better understand the variables of interest and their interactions. Without changing the variables or
presuming that one thing affects another, the main objective is to give a comprehensive description of the variables and their
interactions. Descriptive correlational study designs measure the magnitude and direction of the relationship between two or more
variables in order to reveal their associations. Initially established equivalence among the groups or variables (Miksza et al., 2023).
Descriptive-correlational research design is considered in this study because it allows us to gain a deeper understanding of vocabulary
knowledge's mediation role in pupils' language awareness and reading comprehension. The primary goal of this study is to provide an
overview of these variables and identify any potential connections between them. To achieve this, this study will gather data through
surveys, observations, and data analysis. By doing this, it will be easier to see how the students' language awareness and reading
comprehension in our classroom are impacted by common patterns in vocabulary knowledge. Additionally, it will also explore potential
correlations between these two variables. This will help us gain a more thorough understanding of vocabulary knowledge and its
potential impact on students' language awareness and reading comprehension. However, it is important to note that our research does
not aim to establish causation, but rather to provide valuable insights into the dynamics of the classroom.
Mediation analysis in quantitative research examines the process through which one variable influence another by exploring the role
of an intermediate variable. It helps to understand the mechanism or pathway of the relationship between the independent and dependent
variables. The analysis typically involves testing three relationships: the effect of the independent variable on the mediator, the effect
of the mediator on the dependent variable, and the direct effect of the independent variable on the dependent variable (MacKinnon et
al., 2007).
In the study, mediating analysis serves as a crucial statistical method. By applying mediation, in the context of studying the Vocabulary
knowledge's mediating effect on language awareness and reading comprehension would be investigated using mediation analysis. The
analysis helps unveil the potential pathway through which language awareness impacts reading comprehension, shedding light on the
importance of vocabulary knowledge as an intermediary factor in this relationship.
Respondents
This study involved Bachelor of Secondary Education students major in English enrolled at Kapalong College of Agriculture, Science,
and Technology for the academic year 2023-2024. The respondents in the study were primarily drawn from this institution using the
Slovin’s formula with a margin of error of 0.05. Out of the total population of 457 students, 214 students were chosen as respondents.
To ensure a representative sample, the researchers employed stratified random sampling with proportional Table 1 presents the
distribution of the population for this study, highlighting the systematic approach taken to respondents.
Table 1. Distribution of Respondents
BSEd English Population Sample Percentage
First Year 223 104 22.85%
Second Year 136 64 13.94%
Third Year 69 32 7.07%
Fourth Year 29 14 2.97%
Total 457 214 46.83%

Instrument
The study adopted three downloadable sources of indicators, which the researcher used to create a researcher-made questionnaire to
measure the variables. The instrument for vocabulary knowledge was adopted based on the study of Tong-Qing (2017). The instrument
is composed of 30 items on a researcher-made questionnaire, a multiple-choice type of questionnaire. In addition, the language
awareness researcher-made questionnaire was adopted based on the study of Audriyan et al. (2021). The language awareness
questionnaire is in the form of descriptive data analysis, has a 5-point Likert-type scale, and was measured by 25 items.
Moreover, the instrument for reading comprehension was adopted based on the study of Bilbao et al. (2016). The instrument is
composed of 40 items on a researcher-made questionnaire, a multiple-choice type of questionnaire.

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Procedure
To obtain authorization to carry out the research, the investigator looked for the school President of Kapalong College of Agriculture,
Sciences, and Technology granted permission to conduct the study and collect data on the school's total population of BSEd-English
students. When gathering the data, the researcher observed the following:
Crafting of Questions. The researcher made a question that helped the achievement of the research objectives. It was presented to her
adviser for comments, corrections, and suggestions.
Submission and Revision of Questionnaires for Validation. After the modification of questionnaires this was submitted to the panel of
experts for validations and corrections Upon receiving feedback and connection the researcher revised the questionnaires which made
them more effective in applying the suggestions of the panel.
Distribution And Retrieval of the Questionnaires. After Following approval, the researcher personally distributed the research
instrument to the respondents and carried out the study. The administration and teachers worked together to ensure that all
questionnaires were distributed and retrieved correctly.
Collection and Tabulation of Data. At this point, the research instrument was retrieved and tabulated. The researchers found it
convenient to conduct the study on the students of Kapalong College of Agriculture, Sciences and Technology.
Data Analysis
The data was calculated using the following statistical techniques, and the hypothesis was tested at the 0.05 level of significance.
Mean. This statistical tool was used to determine the levels of parental involvement, self-efficacy, and reading skills.
Pearson-r. The association between vocabulary knowledge, language awareness, and reading comprehension was ascertained using
this statistical method for all English majors.
Multiple regression. This was used to identify the domains of vocabulary knowledge that influence language awareness and reading
comprehension.
Results and Discussion
The main conclusions and outcomes of the study examining the mediating role of vocabulary knowledge on the connection between
language awareness and reading comprehension among BSED-English students are presented in this chapter. The data were analyzed
and interpreted in a way that was consistent with the goals of the study. The study looked at the theory that the relationship between
language awareness and reading comprehension is mediated by vocabulary knowledge. The findings show an indirect effect, mediating
effect, and positive connection.
Level of language awareness in terms of affective Domain
The level of language awareness in terms of affective domain is presented, analyze, and interpreted. Reflected in Table 2 is the level
of Language awareness in terms of affective domain of English major students with means ranging from 2.70 to 3.40 with a
corresponding overall mean of 2.74 or qualitatively interpreted as moderate. It could be observed from the data that the Item no. 5-
Table 2. Level of Language Awareness in terms of Affective Domain
Affective Domain Mean Description
1. Learning the English language better when I find it valuable to my studies. 2.51 Low
2. Eagerly learning the English language when I am motivated. 2.76 Moderate
3. Exploring the forms and functions of the English language when I am curious about it. 2.60 Low
4. Finding learning the English language easier if I can relate it to real-life situations. 2.81 Moderate
5. Finding the English language useful and important for communication inside and outside the 3.02 Moderate
school.
Overall mean 2.74 Moderate

Finding the English language useful and important for communication inside and outside the school. Contains the highest mean rating
of 3.02, or moderate, which means that language awareness in terms of the affective domain is sometimes manifested. As opposed to
this, Item no. 1- Learning the English language better when I find it valuable to my studies. Contains the lowest mean rating of 2.51,
or low, means that language awareness in terms of the affective domain is seldom manifested.
The Level of Language Awareness in terms of Social Domain
The level of language awareness in terms of Social Domain is presented, analyzed, and interpreted. Table 3 displays the degree of
linguistic awareness in major students' social domain scores ranging from 2.70 to 3.40 with a corresponding overall mean of 2.86 or
qualitatively interpreted as moderate or interpreted as the level of language awareness in terms of social domain in BSEd-English is
sometimes manifested.

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Table 3. Level of Language Awareness in terms of Social Domain

Social Domain Mean Description
1. Determining what form of language to use in different contexts or settings. 2.75 Moderate
2. Communicating well with people with different cultures and behaviors. 2.75 Moderate
3. Adapting to how the language is used in the society. 2.65 Moderate
4. Knowing what manner of speaking to be used when having conversation with different people. 3.17 Moderate
5. Managing to have a meaningful and enjoyable conversation with other people. 2.86 Moderate
Overall mean 2.86 Moderate

It could be observed that the highest mean rating is 3.17, or moderate, and it is found in Item No. 4- Knowing what manner of speaking
to be used when having a conversation with different people, which means that language awareness in terms of the social domain is
sometimes manifested. As opposed to this, the lowest mean rating of 2.65, or moderate, was found in Item No. 1- Learning the English
language better when I find it valuable to my studies, which means that language awareness in terms of social domain is sometimes
manifested.
The Level of Language awareness in terms of Power Domain
The level of language awareness in terms of Power Domain is presented, analyze, and interpreted. With averages ranging from 2.70 to
3.40, Table 4 shows the language awareness level of English major students in terms of power domain. with a corresponding overall
mean of 3.15 or qualitatively interpreted as moderate or interpreted as the level of language awareness in terms of social domain in
BSEd- English is sometimes manifested.
Table 4. Level of Language Awareness in terms of Power Domain
Power Domain Mean Description
1. Understanding the meaning of spoken or written language used by others. 3.26 Moderate
2. Understanding what is being said to me even in a figurative sense. 3.29 Moderate
3. Identifying hidden meanings within texts I read or hear. 2.85 Moderate
4. Making assumptions of what is being told to me after I hear or read it. 3.13 Moderate
5. Knowing that language meanings and usage are influenced by societal norms. 3.21 Moderate
Overall mean 3.15 Moderate

It could be observed that the highest mean rating is 3.29, or moderate, and it is found in Item No. 5- Understanding what is being said
to me even in a figurative sense, which means that language awareness in terms of the power domain is sometimes manifested. As
opposed to this, the lowest mean rating of 3.13, or moderate, was found in Item No. 3- Identifying hidden meanings within texts I read
and hear, which means that language awareness in terms of power domain is sometimes manifested.
Level of Language Awareness in terms of Cognitive Domain
The level of language awareness in terms of cognitive Domain is presented, analyzed, and interpreted. Table 5 shows the cognitive
domain language awareness of English major students, with averages ranging from 2.70 to 3.40. with a corresponding overall mean of
3.21 or qualitatively interpreted as moderate or interpreted as the level of language awareness in terms of social domain in BSEd-
English is sometimes manifested.
Table 5. Level of Language Awareness in terms of Cognitive Domain
Cognitive Domain Mean Description
1. Considering proper words to use in a situation or conversation. 2.93 Moderate
2. Recognizing my mistakes in grammar, form and structure while having a conversation. 3.33 Moderate
3. Correcting my mistakes in grammar, form and structure while writing or talking. 3.29 Moderate
4. Learning new words from my peers or instructors. 3.52 High
5. Recognizing the different parts of speech in English. 2.99 Moderate
Overall mean 3.21 Moderate

It could be observed that the highest mean rating is 3.52, or high, and it is found in Item No. 5- Learning new words from my peers or
instructors, which means that language awareness in terms of the cognitive domain is oftentimes manifested. As opposed to this, the
lowest mean rating of 2.93, or moderate, was found in Item No. 1- Considering proper words to use in a situation or conversation,
which means that language awareness in terms of cognitive domain is sometimes manifested.
Level of Language awareness in terms of Performance Domain
The level of language awareness in terms of performance domain is presented, analyzed, and interpreted. Reflected in Table 6 is the
level of language awareness in terms of performance domain of English major students with means ranging from 2.70 to 3.40 with a
corresponding overall mean of 3.18 or qualitatively interpreted as moderate or interpreted as the level of language awareness in terms
of social domain in BSEd-English is sometimes manifested.
It could be observed that the highest mean rating is 3.35, or moderate, and it is found in Item No. 4- Sharing my thoughts and ideas

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during class discussion, which means that language awareness in terms of the performance domain is sometimes manifested. As
opposed to this, the lowest mean rating of 3.10, or moderate, were found in Item No. 1- Communicating well with others using the
English language and Item No. 2- Speaking what I intended to say in using the English language, which means that language awareness
in terms of performance domain is sometimes manifested.
Table 6. Level of Language Awareness in terms of Performance Domain
Performance Domain Mean Description
1. Communicating well with others using the English language. 3.10 Moderate
2. Speaking what I intend to say using the English language. 3.10 Moderate
3. Delivering information effectively in class reporting using the English language. 3.15 Moderate
4. Sharing my thoughts and ideas during class discussion using English language. 3.35 Moderate
5. Conveying my message clearly to people I am having conversation with using the English 2.19 Moderate
language.
Overall mean 3.18 Moderate

Summary on the Level of Language Awareness

The summary on the level of language awareness among English major students is presented, analyzed, and interpreted. The summary
of the data on the summary level of language awareness among English major students in the institute towards the language awareness
is shown in Table 7 with the means ranging from 2.70 to 3.40 with an overall average mean of 3.03 or qualitatively interpreted as
moderate, which means that the level of language awareness in BSEd-English students is sometimes manifested.
The data show that the indicator with the highest average mean rating of 3.21 or moderate is the cognitive domain, which means that
the level of language awareness in terms of the cognitive domain is sometimes manifested. As opposed to this, the indicator with the
lowest average mean rating of 2.74 or moderate is an affective domain, which means that the level of language awareness in terms of
the affective domain is sometimes manifested. With that, the summary of results stipulates that language awareness among English
major students is satisfactory, with that, the data analysis of language awareness among English major students reveals an overall
moderate average mean of 3.03, with the cognitive domain scoring the highest at 3.21 and lowest the affective domain at 2.74, wherein
it this suggests satisfactory language awareness among students, indicating their motivation and engagement in the language.
Table 7. Summary on the Level of Language Awareness
Indicators Average Description
Affective Domain 2.74 Moderate
Social Domain 2.86 Moderate
Power Domain 3.15 Moderate
Cognitive Domain 3.21 Moderate
Performance Domain 3.18 Moderate
Total 3.03 Moderate

Summary of the Level of Reading Comprehension

It was presented in Table 8 that the level of reading comprehension among BSEd-English at Kapalong College of Agriculture, Sciences,
and Technology obtained an overall mean of 14.33 with a description of low, which means that the level of reading comprehension
among BSEd-English is oftentimes manifested.
Table 8. Summary on the Level of Reading Comprehension
Indicators Frequency Percentage Overall Mean Description
A. Literal Comprehension
0 10 4.67 % 3.66 Low
1 20 9.35%
2 44 20.56%
3 45 21.03%
4 18 8.41%
5 34 15.89%
6 20 9.35%
7 5 2.34%
8 18 8.41%
Total 214 100%
B. Interpretive Comprehension
0 12 5.61% 3.52 Low
1 21 9.81%
2 40 18.69%
3 50 23.36%
4 22 10.28%
5 29 13.55%

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6 23 10.75%
7 4 1.87%
8 13 6.08%
Total 214 100%
C. Creative Comprehension
0 7 3.27 % 3.44 Low
1 31 14.49%
2 45 21.03%
3 42 19.63%
4 23 10.75%
5 32 14.95%
6 16 7.48%
7 5 2.34%
8 12 5.61%
10 1 0.47%
Total 214 100%
D. Evaluative Comprehension
0 7 3.27% 3.70 Low
1 17 7.94%
2 35 16.36%
3 53 24.77%
4 34 15.89%
5 30 14.02%
6 20 9.35%
7 4 1.87%
8 14 6.54%
Total 214 100%
Total 214 100% 14.33 Low

It could be observed from the data that the level of reading comprehension in terms of literal comprehension The overall mean was
3.66, which is low, indicating that the level of reading comprehension in terms of literal comprehension is oftentimes manifested.
Moreover, the level of reading comprehension in terms of interpretive comprehension obtained an overall mean of 3.52, indicating that
the level of reading comprehension in terms of interpretive comprehension is frequently demonstrated.
Furthermore, the level of reading comprehension in terms of creative comprehension received an overall mean of 3.44, this was
considered low, suggesting that the reading comprehension level in terms of creative comprehension is oftentimes manifested. In
alignment with that, the level of reading comprehension in terms of evaluative comprehension obtained an overall mean of 3.70, which
was interpreted as low, indicating that the level of reading comprehension in terms of evaluative comprehension is frequently
manifested. Thus, Evaluative comprehension, which has a low overall mean of 3.70, is the indication with the greatest overall mean.
Summary of the Levels of Vocabulary Knowledge
It was presented in Table 9 that the level of vocabulary knowledge among BSEd-English at Kapalong College of Agriculture, Sciences,
and Technology obtained an overall mean of 13.28 with a description of low, which means that the level of vocabulary knowledge
among BSEd-English is oftentimes manifested.
Table 9. Summary on the Level of Vocabulary Knowledge
Indicators Frequency Percentage Overall Mean Description
Vocabulary Meaning
0 2 0.94 % 4.43 Low
1 12 5.61%
2 22 10.28%
3 29 13.55%
4 45 21.03%
5 46 21.50%
6 29 13.55%
7 11 5.14%
8 17 7.94%
9 1 0.47%
Total 214 100%
Vocabulary Use
0 1 0.47% 4.59 Moderate
1 6 2.80%
2 17 7.94%
3 34 15.89%

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4 46 21.50%
5 40 18.69%
6 45 21.03%
7 13 6.08%
8 12 5.61%
Total 214 100%
Vocabulary Form
0 1 0.47 % 4.20 Low
1 15 7.01%
2 26 12.15%
3 40 18.69%
4 38 17.76%
5 39 18.22%
6 30 14.02%
7 15 7.01%
8 10 4.67%
Total 214 100% 13.28 Low

It could be observed from the data that the level of vocabulary knowledge in terms of vocabulary meaning got an overall mean of 4.43,
or low, which means that the level of vocabulary knowledge in terms of vocabulary meaning is oftentimes manifested. Moreover, the
level of vocabulary knowledge in terms of vocabulary use obtained an overall mean of 4.59, indicating that the degree of word usage
frequently reflects the level of vocabulary knowledge.
Additionally, the degree of vocabulary understanding in terms of vocabulary form was frequently demonstrated by the overall mean of
4.20, which was viewed as low. Vocabulary use, which has an overall mean of 4.59 and is regarded as low, is the indication with the
highest overall mean. On the other hand, vocabulary form was the indicator with the lowest overall mean, with an overall mean of 4.20,
which is considered low.
Significant Relationship Between Language Awareness and Reading Comprehension
Presented in Table 10 was the result of the significant relationship between language awareness and reading comprehension, r-value
=.184, p<.007. Therefore, The null hypothesis, stating that there is no significant relationship between language awareness and reading
comprehension, is rejected in this context. This indicates a moderately positive relationship between language awareness and reading
comprehension.
Table 10. Significant Relationship Between Language Awareness and Reading
Comprehension
Variable Mean R-Value P-Value Decision @=0.05
Language Awareness 3.03
Reading Comprehension 14.33 .184 .007 Ho Rejected

Significant Relationship Between Language Awareness and Vocabulary Knowledge

Table 11 shows the result of the significant relationship between language awareness and vocabulary knowledge, R-value =.233,
p<.001. Therefore, the null hypothesis, which states that there is no significant relationship between language awareness and reading
comprehension, is rejected in this case. This indicates that there is a moderately positive relationship between language awareness and
vocabulary knowledge.
Table 11. Significant Relationship Between Language Awareness and
Vocabulary Knowledge
Variable Mean R-Value P-Value Decision @=0.05
Language Awareness 3.03
Vocabulary Knowledge 13.28 .233 <.001 Ho Rejected

Significant Relationship Between Vocabulary Knowledge and Reading Comprehension

Presented in Table 12 was the study found a significant correlation (R-value =.718, p<.001) between vocabulary knowledge and reading
comprehension. As a result, the null hypothesis, stating that there is no significant relationship between language awareness and reading
comprehension, is rejected in this context. This suggests that reading comprehension and word knowledge have a somewhat beneficial
association.
Table 12. Significant Relationship Between Vocabulary Knowledge and
Reading Comprehension
Variable Mean R-Value P-Value Decision @=0.05
Vocabulary Knowledge 13.28
Reading Comprehension 14.33 .718 <.001 Ho Rejected

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Research Article

Mediating Effect of Vocabulary Knowledge on Language Awareness and Reading Comprehension among English Major
Mediation Analysis
The approach used in mediation analysis is based on Preacher and Hayes, who focused on the indirect effect. In this approach, two
types of mediation are considered: partial mediation and full mediation. According to partial mediation, indirect and direct effects from
X to Y are expected to be significant. Because of this, the unmediated relationship is just as important as the mediator-to-Y and X-to-
mediator ties. In full mediation, the mediator does not need to be present for X to have a large direct impact on Y. The direct effect
becomes minimal in the presence of the mediator, but the indirect effect becomes significant. Otherwise, the mediation process will
not occur if there are negligible relationships between the mediator and X or the mediator and Y. Table 13 shows that language
awareness (IV) has an indirect effect on vocabulary knowledge (MV) and reading comprehension (DV). The findings showed that the
association between language awareness and reading comprehension was somewhat mediated by vocabulary knowledge (B=0.385,
SE=0.113, 95% confidence interval [0.164, 0.606]), and direct effects from X to Y are expected to be significant. Because the X to the
mediator and mediator-to-Y interactions are important, the unmediated relationship is also important. In full mediation, the mediator
does not need to be present for X to have a large direct impact on Y.
Table 13. Indirect Effects
95% Confidence
Interval
Estimate Std. z- p Lower Upper
Error value
Language → Vocabulary → Reading 0.385 0.113 3.408 < .001 0.164 0.606
Awareness Knowledge Comprehension

The direct effect becomes minimal in the presence of the mediator, but the indirect effect becomes significant. Otherwise, the mediation
process will not occur if there are negligible relationships between the mediator and X or the mediator and Y. Furthermore, Table 14
shows that language awareness has a direct effect on reading comprehension. An estimate of 0.041 and a standard error of 0.113 are
obtained from the findings, with p < 0.715 signifying significance.
In addition, it can be observed that in every increase in unit language awareness will entice a 0.041 increase in reading comprehension.
The results revealed that language awareness is significantly influencing reading comprehension. This indicates that language
awareness has a direct effect on reading comprehension. Hence, as the language awareness increase so does reading comprehension.
Consequently, the results indicate that a one-unit rise in the independent variable will lead to a 0.426 increase in the dependent variable.
This indicates that the dependent variable's entice value of 0.426 rises. This indicates that reading comprehension, the dependent
variable, is significantly impacted by the independent variable.
Table 14. Direct Effects
95% Confidence Interval
Estimate Std. Error z-value p Lower Upper
Language Awareness → Reading Comprehension 0.041 0.113 0.366 0.715 -0.180 0.263

Furthermore, Table 15 revealed that language awareness significantly influenced reading comprehension, ẞ=.041, p=.715. Also,
language awareness significantly affected vocabulary knowledge, ẞ=.394, p<.001. Lastly, vocabulary knowledge is found to be a
significant predictor of reading comprehension, ẞ=.977, p<.001. This implies the total effect of the relationship among language
awareness and reading comprehension
Table 15. Total Effects
95% Confidence Interval
Estimate Std. Error z-value p Lower Upper
Language Awareness → Reading Comprehension 0.426 0.155 2.743 0.006 0.122 0.731

Table 16. Path Coefficients

95% Confidence Interval
Estimate Std. Error z-value p Lower Upper
Vocabulary Knowledge → Reading Comprehension 0.977 0.067 14.606 < .001 0.846 1.108
Language Awareness → Reading Comprehension 0.041 0.113 0.366 0.715 0.180 0.263
Language Awareness → Vocabulary Knowledge 0.394 0.112 3.505 < .001 0.174 0.614

In addition to the result of the study, the model in Figure 1 demonstrated correlations between language awareness and reading
comprehension via the mediating effects of vocabulary knowledge. Path A shows a significant relationship between language awareness
(IV) and reading comprehension (p < 0.39). Path B revealed a significant correlation (p <.098) between language exposure and language
awareness.

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Research Article

In Path C, affective learning outcomes was positively predictive of language awareness (p <0.04). These results suggested that the
relationship between language awareness and reading comprehension was partly mediated by the indirect pathway through vocabulary
knowledge, a claim that was also supported in Table 12 by the estimation of a significant indirect effect.

Figure 1. Path Analysis Showing the Variables of the Study

Furthermore, the result implies that reading comprehension, it should not be limited solely to students' language proficiency. Teachers
should investigate other factors influencing a student's reading comprehension, in addition to language awareness. Teachers should
also consider student engagement, specifically cognitive, emotional, social, and behavioral engagement, as it partially or significantly
influences the relationship between language awareness and reading comprehension.
Conclusions
The recommendations focus on targeted strategies that directly respond to the challenges, offering practical solutions and steps to
enhance performance and mitigate obstacles. By implementing these measures, the study anticipates improvements in the relevant
areas, contributing to a more efficient and successful outcome.
The study found that English major students at Kapalong College of Agriculture, Sciences, and Technology had a low level of reading
comprehension. To build upon these findings, it is recommended that the institution implement strategies to further enhance and
cultivate students’ reading comprehension skills. This can be achieved by incorporating engaging and interactive learning activities
that promote reading comprehension, such as providing opportunities for students to set goals, make choices, and reflect on their
learning progress. Teachers may also play a crucial role in supporting students’ reading comprehension by assigning daily readings
that align with their courses and encourage independent thinking and regulation. By fostering a classroom environment that values
reading comprehension, both the institution and Teachers can help students take control of their learning and develop lifelong skills for
successful language learning.
In addition, this study indicates that English major students demonstrated a low level of vocabulary knowledge. To dwell on these
findings, integrating strategies that could enhance these are essential. Incorporating interactive recitation and daily readings could help
these findings. Moreover, the support of teachers and institutions will play a crucial role. So, commitment is necessary.
Also, students majoring in English exhibit a modest level of linguistic awareness, according to this study. To enhance the findings,
students should be more exposed to language exercises that will contribute to enhancing their language awareness. Incorporating such
methods or techniques like using alternative language or integrating code-switching in the classroom could help them explore the sense
of how vital languages are.
Finally, it is recommended that future researchers investigate another variable that could fully mediate the relationship between
language awareness and reading comprehension. They are also recommended to utilize other methodologies and factors or variables
that the study was not able to cover or might replicate the study in other programs..
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Affiliations and Corresponding Information
Loradel L. Yute
Kapalong College of Agriculture, Sciences and Technology – Philippines
Kristy Jane R. Muegna, PhD
Kapalong College of Agriculture, Sciences and Technology – Philippines

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