THE IMPACT OF DAILY READING HABITS ON ENGLISH VOCABULARY DEVELOPMENT AMONG ESL STUDENTS: A QUANTITATIVE STUDY

Abstract

This study investigates the impact of daily reading habits on English vocabulary development among ESL students, with particular emphasis on the role of reading frequency, duration, and consistency. While previous research has highlighted the importance of reading in vocabulary acquisition, limited attention has been given to the influence of habitual and self-directed reading practices in real-life learning contexts. To address this gap, the study adopts a quantitative correlational research design to examine the relationship between daily reading behavior and vocabulary knowledge. Data were collected from 120 undergraduate ESL students using a structured reading habits questionnaire and a standardized vocabulary test. The questionnaire measured key dimensions of reading behavior, including frequency, duration, and consistency, while the vocabulary test assessed learners’ lexical knowledge. The collected data were analyzed using descriptive statistics, Pearson product–moment correlation, and an independent samples t-test. The findings reveal a strong and statistically significant positive relationship between daily reading habits and vocabulary development. Among the dimensions of reading behavior, frequency and consistency were found to be the strongest predictors of vocabulary growth, while reading duration showed a moderate effect. Furthermore, students who engaged in regular reading demonstrated significantly higher vocabulary scores compared to those with irregular reading habits. The study contributes to the field of second language acquisition by emphasizing the importance of habitual reading as a key factor in vocabulary development. It highlights the need for integrating reading into daily learning practices and provides practical implications for educators, learners, and curriculum designers in ESL contexts.