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Development of a Vocabulary Size Test for Japanese EFL Learners Using the New JACET List of 8,000 Basic Words

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This study developed a vocabulary size test for Japanese learners of English as a foreign language (EFL) using the New JACET List of 8,000 Basic Words (VST-NJ8). Data from the vocabulary size tests were interpreted to assess, diagnose, and predict learners’ lexical proficiency. Yet, existing tests for Japanese EFL learners involve two critical issues regarding unrepresentative contents and inflated estimation of vocabulary size due to methodological restrictions. For these reasons, a large-scale item bank was created in Study 1 by sampling 800 target words and 2,400 distractors from the New JACET List of 8,000 Basic Words. The data from 2,155 test-takers were analyzed using the three-parameter logistic (3PL) model of the item response theory to obtain the invariant parameters of difficulty, discriminability, and pseudo-guessing probability for every item. In Study 2, an automatic test assembly was conducted in consideration of the number of items to be included, the distribution of parts of speech, and the test information functions estimated by the 3PL model. The item characteristics were argued for validation in terms of the content, substantive, structural, generalizability, and external aspects of construct validity. The administration, scoring, and interpretation methods of the VST-NJ8 are fully provided.
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JACET Journal 65 (2021) 23– 45
Development of a Vocabulary Size Test
for Japanese EFL Learners
Using the New JACET List of 8,000 Basic Words
HAMADA, Akira
Meikai University
ISO, Tatsuo
Tokyo Denki University
KOJIMA, Masumi
Gifu City Women’s College
AIZAWA, Kazumi
Tokyo Denki University
HOSHINO, Yuko
Chiba University
SATO, Kento
Tokyo Denki University
SATO, Ryoko
Reitaku University
CHUJO, Junko
Tokyo Denki University
YAMAUCHI, Yutaka
Soka University
Abstract
This study developed a vocabulary size test for Japanese learners of English as a foreign lan-
guage (EFL) using the New JACET List of 8,000 Basic Words (VST-NJ8). Data from the vocabu-
lary size tests were interpreted to assess, diagnose, and predict learners’ lexical proficiency. Yet,
existing tests for Japanese EFL learners involve two critical issues regarding unrepresentative
contents and inflated estimation of vocabulary size due to methodological restrictions. For these
reasons, a large-scale item bank was created in Study 1 by sampling 800 target words and 2,400
distractors from the New JACET List of 8,000 Basic Words. The data from 2,155 test-takers were
analyzed using the three-parameter logistic (3PL) model of the item response theory to obtain
the invariant parameters of difficulty, discriminability, and pseudo-guessing probability for ev-
ery item. In Study 2, an automatic test assembly was conducted in consideration of the number
of items to be included, the distribution of parts of speech, and the test information functions
estimated by the 3PL model. The item characteristics were argued for validation in terms of
the content, substantive, structural, generalizability, and external aspects of construct valid-
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ity. The administration, scoring, and interpretation methods of the VST-NJ8 are fully provided.
Keywords: test development, vocabulary size, educational word list,
item response theory, automatic test assembly
Acquiring a vast number of words is an essential factor in promoting second/foreign
language (L2) learning. Nation (2013) suggests evaluating the achievement levels of vocab-
ulary teaching goals regarding how much vocabulary is learned. A variety of vocabulary size
tests (VSTs) have been developed to assess learners’ breadth of vocabular y knowledge. For
example, Mochizuki’s (1998) VST has widely been employed for Japanese learners of English
as a foreign language (EFL). The test scores are used to estimate learners’ vocabulary size, to
predict what types of real-life activities they can perform (Koizumi & Mochizuki, 2011), and to
“chart the growth of learners’ vocabularies” (Nation & Beglar, 2007, p. 9).
However, the VSTs developed in the relatively distant past entail two critical concerns. First,
Mochizuki’s VST is not likely to represent the current status of English education in Japan
because the word list used for target-word sampling is old. A discrepancy between test contents
and target constructs reduces the constr uct validity of the test (Messick, 1995). Second, VSTs
adopt raw scores to estimate the number of words that test-takers know. Since the raw scores
are not informative about item difficulty, item discriminability, and effects of using guessing
strategies (van der Linden, 2016), the vocabulary size estimated is likely to be inflated (e.g.,
Gyllstad, Vilkaitė, & Schmitt, 2015). Given the clear importance of a validated assessment of L2
vocabulary size, the present study aimed to develop a new VST for Japanese EFL learners by
solving these two issues.
Literature Review
Vocabulary Size in a Second Language
Vocabulary knowledge is one of the most important factors in successful L2 learning. Among
the various aspects of vocabulary knowledge, a receptive vocabulary size has been reported to
be highly correlated with receptive language skills such as reading and listening (e.g., Alderson,
2005; Hamada, 2011, 2014, 2015; Laufer, 1992; Laufer & Ravenhorst-Kalovski, 2010; Zhang
& Zhang, 2020). This suggests that a large vocabulary size is necessary in comprehending
messages in target languages (Hamada, 2017). For example, Laufer (1992) revealed strong
correlations between two types of VSTs and reading comprehension test scores developed in
her research. Vocabulary size was also found to be strongly associated with listening compre-
hension (Stæhr, 2009). More recently, a research synthesis by Zhang and Zhang (2020) showed
that vocabulary knowledge (meaning recognition) had robust correlations with reading
comprehension (k = 14, r = .53, 95% CI [.49, .57]) and listening comprehension (k = 22, r = .50,
95% CI [.41, .58]). These findings led to the studies on predicting L2 learners’ abilities based on
their receptive vocabulary sizes (Schmitt, Nation, & Kremmel, 2020).
The other approach to the importance of vocabulary size is to examine how many words
learners should know to comprehend L2 messages. For example, Hu and Nation (2000) and
Laufer (1992) suggested that 95%–98% of running words in a given text are necessary to be
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HAMADA, A. et al. Development of a Vocabulary Size Test
known in reading comprehension, although the decisive threshold level is still controversial
(Schmitt, Jiang, & Grabe, 2011). Similarly, van Zeeland and Schmitt (2013) showed that
knowing 98% of words is necessary to accurately understand texts in listening comprehension.
According to corpus-based research, text coverage of 95%–98% words indicates that L2 learners
should acquire vocabulary ranging from 4,000–5,000 to 8,000-word families (Nation, 2013;
Schmitt, 2010). Milton (2010) also stated that 2,000-word families are necessary to achieve an
A2 level in the Common European Framework of Reference for Languages, 3,000-word families
to reach B1 to B2 levels, and 5,000-word families to achieve C1 to C2 levels. Considering these
achievement goals in L2 vocabulary instruction and learning, measuring vocabulary size helps
both teachers and learners aim at their future objectives and plan their teaching and learning.
A variety of VSTs have been developed to measure L2 learners’ breadth of vocabular y
knowledge (see Schmitt, 2010, for review). VSTs have been used to estimate the number of
words learners know, diagnose what frequency range of vocabulary learners should acquire,
and as placement and proficiency tests (e.g., Alderson, 2005; Nation, 2013; Read, 2000). In the
next section, we will overview the major types of VSTs developed so far from the perspec-
tives of their specifications, including the sampling methods of the test items, test formats, and
validation procedures.
Development and Validation of Vocabulary Size Tests
The first widely used VST for L2 learners was Nation’s (1983) Vocabulary Levels Test (VLT).
Using a helpful thumbnail sketch offered by the VLT, two other representative VSTs were
developed, including the Eurocentres Vocabulary Size Test (a form of lexical judgment called
the Yes/No test; Meara & Buxton, 1987) and the Vocabulary Size Test (Nation & Beglar, 2007).
In Japan, the VSTs developed by Aizawa (1998) and modified by Mochizuki (1998) are widely
used for Japanese EFL learners. Although the examinees, test items, and test formats dif fer
from each other, they commonly considered the following features in their test development:
(a) sampling test items from frequency-based word lists, (b) creating test formats suitable for
vocabulary size estimation, and (c) verifying the construct validity of the tests.
Sampling methods of test items. The VST development concerns that it is practically
impossible to assess the knowledge of every word to be evaluated (e.g., Gyllstad et al., 2015;
Schmitt & Schmitt, 2012). To balance between test practicality and representativeness, previous
studies have referred to frequency-based word lists compiled from large-scale corpora. Since
the words randomly sampled from each frequency level (i.e., stratified random sampling)
can be considered to represent a population of the words listed (Schmitt, 2010), the VSTs are
able to estimate the knowledge of the entire vocabulary. For example, Nation (1983) used the
frequency information from the General Ser vice List (West, 1953) to sample test items for 2,000,
3,000, 5,000, and 10,000 word-frequency levels. The University Word List (Xue & Nation, 1984)
was also adopted to include the words necessary for academic situations at universities. These
two lists provide frequency information based on a word family or the base form of a word
and its inflected and derived forms made with affixes (Nation, 2013). By contrast, the most
widely used VSTs in Japan were developed using lemma-based frequency information from the
(revised) Hokkaido University Learning Vocabulary List (Sonoda, 1996; see also Aizawa, 1998;
Mochizuki, 1998; Koizumi & Mochizuki, 2011) and the Standard Vocabulary List 12,000 (ALC,
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2001; see also Mizumoto, 2006). The underlying rationale is that the knowledge of base forms
cannot necessarily guarantee the knowledge of those derived forms because Japanese EFL
learners with low proficiency have limited knowledge of af fixes (Mochizuki & Aizawa, 2000).
The vocabulary knowledge assessed by the VSTs is reflective of the nature of the word
lists used for the sampling of test items (Schmitt & Schmitt, 2012); therefore, both Meara’s
and Nation’s tests were modified as the word frequency information of the source corpora
was updated (Nation, 2013). However, the VSTs for Japanese EFL learners have not changed
the word lists, which no longer reflect the current status of English education in Japan. The
Hokkaido University Learning Vocabulary List was mainly composed of the vocabular y used
in 1980s’ and 1990s’ authorized English textbooks and dictionaries (Sonoda, 1996). The state-
of-the-art educational word list for Japanese EFL learners is the New JACET List of 8,000 Basic
Words (Committee of Revising the JACET Basic Words, 2016). The inclusion criteria for this
list were that the words were necessar y for Japanese EFL learners to (a) communicate enough
to prevent misunderstanding in everyday life, (b) make presentations and write reports and
articles for academic purposes, and (c) be assessed by standardized English proficiency tests.
As a result of the reference corpora being compiled based on updated source corpora and
educational materials, 947 words were replaced from the previous version (Aizawa et al., 2005)
and 35% and 26% of previously listed words were moved to the higher and lower word-frequency
levels, respectively. Because these modifications reflect the current use of English in the educa-
tional settings of Japan (see Committee of Revising the JACET Basic Words, 2016, for review),
it is rational to adopt the New JACET List of 8,000 Basic Words when estimating Japanese EFL
learners’ vocabular y size.
Creating test formats. The formats of VSTs are roughly categorized into either Yes/No
or multiple-choice formats. In the Eurocentres VST, test-takers give Yes/No responses to each
item to indicate whether it is a real or pseudo word (Meara & Buxton, 1987). The score is calcu-
lated with four patterns of Yes/No responses to each item using the stimulus detection theory.
However, the limitation of the Yes/No format is that the score does not necessarily reflect the
knowledge of word meanings (Read, 2000).
Nation’s type of VSTs adopts a multiple-choice format, although the way to present test items
differs among the existing tests. In the VLT, test-takers choose three answers from six options
per item (Nation, 1983). A similar format was applied by Aizawa (1998) and Mochizuki (1998), in
which test-takers choose two answers from six options. In contrast, recent VSTs employed the
format of one answer for each question to avoid violating the assumption of local independence
among test items (Koizumi & Mochizuki, 2011; Mizumoto, 2006; Nation & Beglar, 2007). This
allowed them to analyze item characteristics based on the item response theory (IRT; Beglar,
2010). The critical issue concerning the multiple-choice format is the measurement error
caused by a pseudo-guessing strategy, resulting in an inflation of the estimated vocabulary size
(Gyllstad et al., 2015; Stewart, 2014). To solve this, Gibson and Stewart (2014) and Tseng (2013)
suggested the practical use of IRT to calibrate the expected probability of correct responses
based on the invariant parameters of test items.
Regarding the VSTs for Japanese EFL learners, it is also necessar y to consider the effects of a
first language (L1) used for definitions of item stems on vocabulary size estimation. Mochizuki’s
types of VSTs require test-takers to choose one of the English word forms that correspond to
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its Japanese definition (Aizawa, 1998; Koizumi & Mochizuki, 2011; Mizumoto, 2006; Mochizuki,
1998). This is different from Nation’s VLT and VST because they ask test-takers to look at a target
word form and choose the corresponding English definition from multiple choices (usually
easier words than the target word). Elgort (2013) showed that response accuracy to individual
test items was approximately 10% higher when the meanings of options were presented in an
L1, particularly for low-proficiency learners. Meanwhile, Nation (2013) supported the bilingual
version of the VSTs because the L1 definitions avoided the difficult grammar of English defini-
tions, and they were immediately comprehensible to the test-takers.
Verifying the test validity. For the construct validity of the VSTs, early research depended
on providing convergent evidence in terms of significant associations between VST scores and
other test batteries (e.g., Aizawa, 1998; Mochida & Harrington, 2006; Mochizuki, 1998). Yet,
theories in language testing suggested providing multiple sources of evidence for construct
validity (Messick, 1995) in the process of making a validity argument (Kane, 2006). For example,
Koizumi and Mochizuki (2011) validated the computer-based Mochizuki’s VST within Messick’s
(1995) validation framework (i.e., see details in Overview of This Study). More recently, Schmitt
et al. (2020) specified the validity argument for VST development. The validation begins with
the domain definition by explaining rationale of the test design and purpose. Then, evidence
is presented to ensure the appropriateness of the scoring procedure. A generalizability aspect
of the test is further argued in terms of whether the scores are reflective of the test-takers’
vocabulary knowledge. For extrapolation, it is important to examine the relationship between
the VST scores and other skills that are closely related to the vocabulary knowledge measured
in the test.
A statistical method used in recent studies is the latent trait models. Beglar (2010) argues
for the validation of Nation’s VST using the Rasch model. The results showed that the item dif-
culty was stratified into seven and more groups, and 10 items in each frequency level should be
sufficient for vocabular y size estimation because the items whose dif ficulty was similar to each
other were included in almost all frequency levels. Koizumi and Mochizuki (2011) also applied
the Rasch model to the response data of Mochizuki’s VST and indicated that the measurement
invariance was ensured because there were few items that did not fit the Rasch model, the item
difficulty increased as the word frequency became low, and the test scores were highly corre-
lated with test-takers’ English proficiency defined by TOEIC® Listening & Reading Test. Other
studies employed the IRT as well to verify the item characteristics of their newly developed
VSTs (e.g., Tseng, 2013) and vocabulary size estimation (e.g., Gibson & Stewart, 2014).
Overview of This Study
The development and validation of VSTs are continuously necessary to assess L2 learners’
vocabulary knowledge and predict their L2 competence. Following Messick’s (1995) framework
of validity of psychological assessment, the present study conducted two studies to show
multiple sources of evidence in construct validity of the new VST for Japanese EFL learners
(hereafter, VST-NJ8). Study 1 was designed to validate the content and substantive aspects
of construct validity through the creation of a large-scale item bank. As discussed earlier, the
New JACET 8,000 Basic Word List was employed to the stratified random sampling in order
to increase content relevance and representativeness. The substantive aspect refers to the
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theoretical mental processes being actually observed in test responses, and accordingly, the
present study adopted the L1-L2 matching format to examine learners’ receptive knowledge
of form-meaning connections (see, e.g., Nation, 2013; Schmitt, 2010; Zhang & Zhang, 2020, for
review).
In Study 2, this study examined the following five research questions (RQs) concerning the
structural, generalizability, and external aspects of the construct validity.
Structural aspects:
RQ1. Is the distribution of item difficulty wide enough to measure a wide range of test-
takers’ latent trait and correspond to the word-frequency levels without gaps?
RQ2. Does the test score reflect a single construct to be measured?
Generalizability aspects:
RQ3. Is measurement invariance ensured in terms of item difficulty, item discriminability,
and pseudo-guessing probability?
RQ4. Does the item information for each frequency level cover test-takers’ latent trait to be
measured?
External aspect:
RQ5. Is the estimated vocabulary size correlated with a proficiency test?
These three aspects were investigated using the IR T. Although the vocabulary size estimation
has been biased according to sampled test items, test reliability, and learners’ guessing strategy
(e.g., Gyllstad et al., 2015; Stewart, 2014; Tseng, 2013), the IR T can solve the problems by
recognizing each response as the outcome of a distinct probability estimated from separate
parameters for the item and test-taker effects (van der Linden, 2016). Par ticularly, using the
three-parameter logistic (3PL) model, we can identify the probability of person j providing a
positive answer to dichotomous item i as
where θj represents the latent trait of person j, and ai, bi, and ci represent the discriminability,
difficulty, and pseudo-guessing probability of item i, respectively (Kato, Yamada, & Kawabata,
2014). By considering the goodness of the 3PL model, the consistencies between the test scores
and the internal structure of the test (i.e., the structural aspect) were investigated in terms of
(a) the invariability of item difficulty, item discriminability, and pseudo-guessing probability;
(b) distribution of item difficulty (spreading widely without gaps); and (c) unidimensionality.
The generalizability aspect was further checked by item information functions estimated by
the 3PL model. Finally, the external aspect was argued based on the relationships between the
estimated vocabulary size and a proficiency test score.
Study 1: Item Bank Construction
Design
The purpose of this item bank construction was to pick out the items with the following
features: (a) item difficulty was in line with eight word-frequency levels, (b) item discriminability
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was high enough to differentiate levels of test-takers’ latent trait, and (c) pseudo-guessing
probability was lower than chance level (25%). In Study 1, a matrix sampling design was applied
to estimate these three parameters for the items sampled from the New JACET 8,000 Basic
Word List. In this design, different subsets of test items were assigned to different groups of
participants. Ever y subset included “common” items assigned to two or more subgroups of the
participants as well as “unique” items that were only administered to one particular subgroup.
The matrix sampling design allowed for obtaining information about the characteristics of
large numbers of test items (see Kato et al., 2014, for review). Specifically, the present study
included 800 target items (and 2,400 distractors) in the item bank. This sampling ratio was
much higher than that of previous VSTs for Japanese EFL learners (Aizawa, 1998; Mizumoto,
2006; Mochizuki, 1998), which can support the inference that the sampled items were the repre-
sentatives of the target construct (i.e., the content aspect of construct validity).
Participants
Test-takers for the VST-NJ8 included 2,189 undergraduate and graduate students from 16
Japanese universities (29 faculties) located in urban, suburban, and rural areas. Data obtained
from 2,155 participants were analyzed (age: M = 19.27, SD = 2.06), excluding 34 participants
due to data recording errors or disagreement on data use. As for participants’ gender, 62%
were males (n = 1,340), 33% were females (n = 712), and 5% were nonreported (n = 103). Table
1 summarizes their self-reported TOEIC® Listening & Reading Test scores and Eiken grades.
Table 1
Descriptive and Demographic Statistics of Test-Takers’ TOEIC® Scores and Eiken Grades
TOEIC® (descriptive statistics) Eiken (demographic statistics)
n1,298 1st 10
M504.94 Pre-1st 19
95% CI [497.94, 511.93] 2nd 467
SD 128.50 Pre-2nd 333
Min 100 3rd 315
Mdn 510 4th 30
Max 990 5th 15
Item Bank
Sampling of target items. The item bank was constructed through stratified random
sampling of every 100 words from Levels 1–8 of the New JACET 8,000 Basic Word List. Selection
criteria of the target items and underlying rationales were as follows:
Only the content words (i.e., nouns, verbs, adjectives, and adverbs) were included in the same
way as the existing VSTs (see Mochizuki, 1998), although three ordinal number words (i.e.,
first, second, and third) were the candidates as Mochizuki’s VST included them.
The distribution ratio of nouns, verbs, adjectives, and adverbs were the same as per each
frequency level of the New JACET 8,000 Basic Word List.
Because the VST-NJ8 was designed as the lemma-based vocabulary size test, (a) when the
base and inflectional forms of target items were sampled simultaneously, only the base forms
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were adopted to the item bank; and (b) when the base and derivational forms of target items
were sampled simultaneously, both forms were included, but either of the two forms were
presented to the identical test-takers.
When Japanese katakana notation was conventionally used to express the meanings of the
target items, particularly cor responding to those English pronunciation, they were excluded
from the item bank (see Laufer & McLean, 2016).
Table 2 shows the number of nouns, verbs, adjectives, and adverbs sampled per frequency
level. Since the New JACET 8,000 Basic Word List did not contain any semantic information
about the entries, the meanings of the target items sampled were provided according to the
dominant meanings as listed in the previous version of the JACET List of 8,000 Basic Words
(Aizawa et al., 2005). When the target words were not listed, Taishukan’s Unabridged Genius
English–Japanese Dictionary was referred to in the same way. In cases where multiple meanings
for the items were registered in the dictionar y, the most typically used ones were determined
through discussion among the authors.
Table 2
Number of Nouns, Verbs, Adjectives, and Adverbs Sampled per Frequency Level
Parts of speech Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Noun 50 60 55 60 60 55 65 60
Verb 20 15 15 15 10 20 5 5
Adjective 20 15 20 20 25 20 25 30
Adverb 10 10 10 5 5 5 5 5
Construction of distractors. Three distractors per target item were randomly sampled
from the New JACET 8,000 Basic Word List (i.e., 2,400 words). Note that the distractors were
selected from the same frequency level of the target items to avoid salience effects on response
and guessing strategies. Moreover, the parts of speech of the test items and distractors were
all the same because the VST-NJ8 did not target learners’ lexico-grammatical knowledge to
differentiate the grammatical nature of parts of speech.
Versions of test booklet. For the matrix sampling of the response data, this study divided
800 target items into 100 and created 10 separate booklets. Of the 100 target items, 60 were
unique items that were only assigned to a particular subgroup of test-takers. The other 20 and
20 target items were common items further assigned to the other two subgroups of test-takers.
The common items functioned as anchors to measure all the test-takers’ latent trait of vocab-
ulary knowledge. Accordingly, they were selected ranging from Levels 2–5 to prevent unrea-
sonably easy and difficult words from being concentrated in a particular booklet. Moreover,
the frequency levels in each booklet were manually adjusted to make the perceived difficulty
approximately the same among 10 separate booklets. The assignment of each booklet and
the presentation order of target items were random per participant, which ensured the stable
estimation of the IRT parameters (Kato et al., 2014). Table 3 displays the details of the matrix
sampling design.
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Table 3
The Matrix Sampling Design of Response Data
Common Unique Common
Booklet Block 1 Block 2 Block 3 Block 4 Block 5
Book 1 Level 2-a Level 3-a Level 5-a Level 7-a Level 3-b
Book 2 Level 3-b Level 2-b Level 6-a Level 8-a Level 4-a
Book 3 Level 4-a Level 1-a Level 2-c Level 7-b Level 5-b
Book 4 Level 5-b Level 6-b Level 2-d Level 8-b Level 3-c
Book 5 Level 3-c Level 1-b Level 5-c Level 8-c Level 4-b
Book 6 Level 4-b Level 7-c Level 6-c Level 1-b Level 5-c
Book 7 Level 5-c Level 4-c Level 7-d Level 1-c Level 3-d
Book 8 Level 3-d Level 8-d Level 2-e Level 5-d Level 4-d
Book 9 Level 4-d Level 6-d Level 7-e Level 1-e Level 3-e
Book 10 Level 3-e Level 4-e Level 6-e Level 8-e Level 2-a
Note. The target words in every frequency level were divided into five equal blocks.
Procedure
The survey was conducted individually or in regular English classes from September
2019 to December 2019. It involved informed consent, demographic information repor ting
(university, faculty, age, sex, TOEIC® score, and Eiken grade), five practice questions of the
test, and the main test (15–20 minutes long). As Figure 1 shows, the participants took the
survey online through an interactive application developed by the authors. In the survey, a
test administrator read information on how to use the interactive application and answer the
VST-NJ8 to the participants. They were instructed to choose the most appropriate English
word that corresponded to the Japanese equivalent within 10 seconds per item. When the test
was over, individualized feedback on the test results (i.e., estimated vocabulary size, estimated
TOEIC® score and Eiken grade, and recommended vocabulary learning strategies) were given
to each participant automatically.
Figure 1. The interactive application of the VST-NJ8: The examples of separate booklets, direc-
tions, questions, and individualized feedback.
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Results and Discussion
Goodness of fit to the 3PL model. The 3PL IRT analysis was conducted for the response
data with the irtoys (Par tchev, 2017) and mirt (Chalmers, 2012) packages for R. In IR T modeling,
it is first necessary to confirm how well the latent trait model fit to both the observed response
patterns (i.e., person fit) and the item characteristics (i.e., item fit). First, the goodness of person
fit to the 3PL model was examined in terms of the discrepancy between the obser ved response
patterns and the response patterns expected under the 3PL model. The result showed that 47
out of 2,155 (2.18%) participants’ response patterns did not fit to the 3PL model. Given that there
is inevitably approximately a 5% misfit to the IRT model (Kato et al., 2014), it is highly possible
that the 3PL model fit to the observed response data well.
Second, the goodness of item fit was examined with respect to the discrepancy between
the observed response patterns and the item characteristic cur ves expected under the 3PL
model. Before that, 28 items were excluded from the analysis because their correct response
rates were 100% and not useful to evaluate the item characteristics with a maximum likelihood
method. Statistical testing showed significant differences between observed and expected
probabilities of correct responses in 83 out of 772 (11%) target items. Specifically, two misfit
items were found in Level 1, 11 in Level 2, 11 in Level 3, 11 in Level 4, 17 in Level 5, 15 in Level
6, nine in Level 7, and seven in Level 8. These target items were omitted from the item bank to
ensure the measurement invariance of the VST-NJ8.
Item difficulty, discriminability, and pseudo-guessing probability. Figure 2 shows the
distributions and outliers of item difficulty, discriminability, and pseudo-guessing probability
estimated by the 3PL model. First, the average difficulty increased from Levels 1–3. However,
the differences in the item difficulty were not obvious between Levels 4–8. The boxplot also
indicates the high overlap of the item difficulty between the adjacent frequency levels. To pick
out the target items that should represent the difficulty of each frequency level, we tagged the
following items as candidates for exclusion: (a) conventional outliers beyond 1.5 inter-quantile
ranges per frequency level and (b) items whose difficulty was still much higher/lower than the
average difficulty of the adjacent high/low frequency levels after outlier elimination.
Figure 2. Boxplots for the distributions of item difficulty, item discriminability, and pseudo-
guessing probability with bars of means and ±1 standard deviations in the item bank. Black dots
represent conventional outliers beyond 1.5 inter-quantile ranges.
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The means of item discriminability were higher than 1.0 (a reference point of the parameter
to be discussed; Beglar, 2010) in every frequency level (see the dotted line of Figure 2). However,
the discriminability of some items was relatively low, as shown in the whiskers of the boxplot.
Although the mean probabilities of pseudo-guessing were lower than the chance level (25%) per
frequency level (see the dotted line of Figure 2), the boxplot also showed the high probabilities
of pseudo-guessing for some items. These defect items reduced the item information related to
the measurement accuracy (e.g., van der Linden, 2016). Therefore, this study tagged the target
items whose discriminability parameter was below 0.5 and pseudo-guessing probability was
higher than the chance level as candidates for exclusion while considering the balance between
the sum of item information and the number of items included in the finalized version of the
VST-NJ8 (see details in Study 2).
The IRT-based item bank allowed for assembling a set of test items that maximize as much
test information (i.e., sum of each item information) as possible. Under the 3PL model, the item
information function for item i is defined as
where Piθ = 1 / [1 + exp{−1.702ai (θbi)}] (Kato et al., 2014). In Study 2, we first assembled
the best set of the target items based on formula (2). Then, the structural and generalizability
aspects of construct validity of the finalized version of the VST-NJ8 were verified. Finally, the
appropriateness of score interpretation was argued from the external aspect or to what extent
the test score reflects Japanese EFL learners’ vocabular y size.
Study 2: Test Assembly
Design
Automatic test assembly was conducted with the gipkAPI package for R (Gelius-Dietrich,
2020). This method can find the best combinations of target items from the possible candidates
within predetermined test specifications. The assembled test set was further evaluated with
respect to whether (RQ1) the difficulty of target items was spread widely without gaps and
was in line with the predicted order; (RQ2) the test scores reflected a single construct; (RQ3)
item difficulty, item discriminability, and pseudo-guessing probability were invariant; (RQ4) the
item information per frequency level covered test-takers’ latent trait; and (RQ5) the test scores
correlated strongly to the proficiency test.
Automatic Test Assembly
To conduct the automatic test assembly, this study determined the test specifications of the
VST-NJ8 and underlying rationales as follows:
Each frequency level included 20 target items (a total of 160 items) to balance between the
estimation accuracy of test-takers’ latent trait and test practicability. Since the time limit for
each item, frequency level, and the entire test was 10 seconds, 200 seconds, and 26 minutes
and 40 seconds, respectively, these were not much different from the existing VSTs.
The distribution ratios of parts of speech were kept as they were in Study 1 (see Table 2).
Every item was from different word families among each other. Thus, certain word forms
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were made not to be a cue to answer other target items.
The items that could maximize test information ranging from −2 to 2 in the test-takers’ latent
trait (θ) were selected.
Using 0–1 integer programming, the automatic test assembly was run to find the most suitable
combinations of the target items that satisfied these conditions. For more details on the algorithm
of the automatic test assembly, see, e.g., Kato et al. (2014). After the automatic test assembly,
any target items and distractors whose meanings seemed educationally inappropriate were
manually replaced with similar ones with respect to their item characteristics. Supplementary
materials displayed the target items, distractors, and three parameters of item characteristics.
Results and Discussion
Structural aspects of the construct validity. Figure 3 and Table 4 show the distribu-
tions of item difficulty, item discriminability, and pseudo-guessing probability for the finalized
version of the VST-NJ8. In response to RQ1, the result of the automatic test assembly showed
that the item difficulty spread widely from −4.0 to 3.0 logits without gaps (see the scatter dots).
Compared to the entire items in the item bank (see Figure 2), the average item difficulty
monotonically increased, and a one-way analysis of variance with Holm’s adjustment showed
significant differences between the adjacent frequency levels (ps < .05). The items whose
discriminability parameter was below 0.5 logits were not included, and the means ranged from
1.94 to 2.87 logits. Because the discriminability parameter of items is statistically fixed to 1.0 logit
in the Rasch model (Kato et al., 2014; van der Linden, 2016), the VST-NJ8 can more accurately
differentiate learners’ latent trait of vocabular y knowledge than the existing Rasch-based VST
(e.g., Beglar, 2010; Koizumi & Mochizuki, 2011; Mizumoto, 2006). Finally, the average pseudo-
guessing probabilities were all less than the chance level of 25%. Although those of some items
exceeded the chance level in Levels 4, 7, and 8, these were included in the finalized version of
the VST-NJ8 in consideration of the overall balance of the test information. These results ensure
a part of the str uctural aspects of construct validity.
Figure 3. Box-scatter plots for the distributions of item difficulty, item discriminability, and
pseudo-guessing probability with bars of means and ±1 standard deviations in the finalized
version of the VST-NJ8.
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Table 4
Descriptive Statistics of the Item Characteristics for the Finalized Version of the VST-NJ8
Item difficulty Item discriminability Guessing probability
Frequency M95% CI SD M 95% CI SD M 95% CI SD
Level 1 −2.21 [−2.70, −1.71] 1.07 2.21 [1.44, 2.97] 1.64 0.07 [0.05, 0.10] 0.05
Level 2 −1.51 [−1.71, −1.31] 0.43 2.87 [2.33, 3.42] 1.16 0.08 [0.05, 0.11] 0.07
Level 3 −0.70 [−0.85, −0.56] 0.31 2.01 [1.73, 2.28] 0.59 0.12 [0.08, 0.16] 0.08
Level 4 −0.08 [−0.29, 0.14] 0.45 2.72 [1.69, 3.75] 2.21 0.13 [0.09, 0.17] 0.08
Level 5 0.75 [0.50, 1.00] 0.53 2.18 [1.56, 2.81] 1.34 0.10 [0.06, 0.13] 0.08
Level 6 1.15 [0.84, 1.46] 0.66 1.94 [1.47, 2.40] 0.99 0.08 [0.05, 0.12] 0.08
Level 7 1.50 [1.26, 1.75] 0.53 2.22 [1.42, 3.01] 1.70 0.12 [0.08, 0.17] 0.09
Level 8 2.09 [1.73, 2.45] 0.76 2.21 [1.72, 2.70] 1.06 0.15 [0.10, 0.20] 0.11
Note. Each frequency level contains 20 items.
Regarding the other part of the structural aspect of the VST-NJ8, whether the test score
reflected a single construct was examined (RQ2). Because the response patterns for the
finalized version of the VST-NJ8 were not directly observed, the validity was inferred from the
data on the item bank. Table 5 shows the results of principle component analyses per booklet.
The average percentages of variances explained by the first and second principle components
were 34.90% and 5.92%, respectively. This result satisfied the 3-to-1 ratio of the first to second
eigenvalues for the unidimensionality of the VST-NJ8 (see van der Linden, 2016, for review).
Moreover, all the booklets satisfied this criterion because the 3-to-1 ratios of the first to second
eigenvalues ranged from 3.07 to 11.11. Therefore, the entire VST-NJ8 and individual booklets
were likely to measure a single construct of the test-takers’ latent trait.
Table 5
The Percentages of Variance Explained by the First and Second Principle Components
Booklet
% of variance explained
by Component 1
% of variance explained
by Component 2
Ratios of Component 1 to
Component 2
Book 1 44.93 4.73 9.51
Book 2 38.75 5.72 6.77
Book 3 51.54 6.04 8.53
Book 4 45.46 4.09 11.11
Book 5 49.02 6.67 7.35
Book 6 31.71 8.20 3.87
Book 7 24.46 6.66 3.67
Book 8 23.78 5.72 4.16
Book 9 18.65 6.07 3.07
Book 10 20.72 5.27 3.93
Note. The principle component analyses were based on a tetrachoric-correlation matrix.
Generalizability aspects of the construct validity. In Study 1, the measurement invariance
of the item bank was validated in terms of the insignificant differences between the observed
and expected response patterns (i.e., the goodness of item fit). Because the items selected
from the item bank all fit to the 3PL model, this result provides evidence for the measurement
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invariance of the VST-NJ8 (RQ3). In other words, the item characteristics, such as difficulty,
discriminability, and pseudo-guessing probability, can be generalized across different groups
of test-takers.
In the IRT models, the test information functions are referred to as test reliability indices, as
opposed to any reliability coefficients in the classical testing theory (Kato et al., 2014). Figure
4 visualizes the test information functions per frequency level. In response to RQ4, the items
selected for Levels 1–8 were likely to cover the test-takers’ latent trait ranging from −2 to 2
logits, as intended in the automatic test assembly. Considering that the range of being able
to accurately measure the latent trait differed according to the frequency levels, these test
information functions are informative about what frequency levels should be presented to test-
takers. Specifically, the higher-frequency words should be used to measure lower-proficiency
L2 learners, and vice versa. The frequency levels misfit to the learners’ lexical proficiency will
cause time waste and measurement errors. If the number of items for the estimation of vocab-
ulary size is reliable enough, some items can be omitted to reduce test redundancy (e.g., Beglar,
2010; Enayat & Babaii, 2018). This is also related to the development of computer adaptive VSTs
(e.g., Laufer & Goldstein, 2004; Nation, 2013; Tseng, 2013).
External aspect of construct validity. Table 6 shows the correlation between the profi-
ciency test score and the vocabulary size estimated by the finalized version of the VST-NJ8. For
calculation of the vocabulary size, formula (1) and three IRT parameters (see Table 4) were
used: e.g., when a participant’s latent trait (θ) was 0.00, the mean probability of correct responses
for Level 4 was calculated as 0.13 + (1 – 0.13)*exp{2.72*(0.00 + 0.08)} / [1 + exp{2.72*(0.00 +
0.08)}]. In this case, the average expected probability was approximately 64%, indicating that
the participant knew 640 words in Level 4. The result showed a significant correlation between
Figure 4. The test information function curves of the VST-NJ8 per frequency level.
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the proficiency test score and vocabulary size (r = .62, 95% CI [.60, .65], p < .001). This strong
correlation was consistent with the meta-analysis result of Zhang and Zhang (2020). Together
with the content validity of the VST-NJ8, whose contents and formats are similar to existing
VSTs (e.g., Koizumi & Mochizuki, 2011; Mizumoto, 2006), the finding of this study indicates
that the VST-NJ8 scores can be interpreted as reflecting L2 learners’ vocabulary size (RQ5).
Table 6
Descriptive Statistics and the Correlation of the Proficiency Test Score and Vocabulary Size
Variables M95% CI SD r 95% CI
TOEIC® score 503.46 [496.33, 510.58] 131.03 .62 [.60, .65]
Vocabulary size 4575.81 [4510.36, 4641.26] 1203.81
Note. n = 1,302.
Conclusions
In the present study, we developed and validated the VST-NJ8 for the assessment of Japanese
EFL learners’ vocabular y size. As opposed to existing VSTs, a large-scale item bank for test
representativeness was created and applied to the 3PL model for vocabular y size estimation.
The results of the automatic test assembly and test validation showed the robustness and credi-
bility of the VST-NJ8 in terms of structural, generalizability, and external aspects of construct
validity. The strength of the VST-NJ8 can be described as (a) the items reflect the current
vocabulary use in English education in Japan, (b) the IRT parameters can be used to ensure the
accuracy of vocabulary size estimation, and (c) the test scores can be used to predict the levels
of reading and listening skills. These advantages are further related to the future use of the
VST-NJ8 with respect to developments of parallel tests, computer adaptive tests, and diagnosis
tests. In the Supplementary Materials, the administration, scoring, and interpretation methods
of the VST-NJ8 are presented.
This study, however, is not without limitations. First, the test-takers sampled for the appli-
cation of the IRT were limited to university students, although their proficiency levels varied
significantly. It is necessary to obtain response data from younger learners and fur ther calibrate
the item parameters. Second, the present study did not examine the relationships between
the VST-NJ8 and other standardized VSTs for extrapolation. Higher correlations between the
VST-NJ8 and other standardized VSTs than the correlation between the VST-NJ8 and TOEIC®
scores will indicate the convergent and discriminant validity of the VST-NJ8. Although these
limitations are beyond the scope of this study, it is important to build big data on the use of the
VST-NJ8.
Acknowledgements
This research was supported by the Japan Society for the Promotion of Science Grants-
in-Aid for Scientific Research (B) 20H01287. We would like to thank the handling editors and
anonymous reviewers of JACET Journal. We are also grateful to Kazumichi Enokida, Shusaku
Kida, Mitsuhiro Morita, Atsushi Nakagawa, Tatsuya Sakaue, and Yuka Takahashi (Hiroshima
University), Shuichi Takaki (Fukushima University), Yuichiro Kobayashi (Nihon University),
Chikako Sugita (Chuo University), and Yuka Muraoka (Seigakuin University) for their help in
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data collection.
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Supplementary Materials
The Finalized Version of the VST-NJ8
No. Item stem POS Correct answer Distractor 1 Distractor 2 Distractor 3 Dffclt
Dscrmn Gussng
Frequency Level 1
1売り場 N department boy meeting town −2.38 1.98 0.13
2願う V wish return take feel −1.85 4.15 0.06
3する V let try buy spend −1.18 1.65 0.02
4丸い Adj. round ready simple easy −2.40 2.18 0.05
5全体の Adj. whole important other large −0.95 3.83 0.25
6普通は Adv. usually never always finally −3.07 0.86 0.06
7地域 N area style art record −2.47 3.33 0.02
8銀行 N bank subject age century −3.54 0.87 0.06
9実行 N performance project mind president 1.00 1.40 0.15
10 1年 N year state power father −3.99 0.92 0.07
11 特別の Adj. special western key old −2.25 6.79 0.02
12 それ から Adv. then alone else far −2.18 0.86 0.05
13 す こと N pressure field support question −2.04 1.35 0.10
14 める V begin stand do want −2.97 1.53 0.05
15 過去の Adj. past major each red −2.12 5.34 0.02
16 部屋 N room daughter increase front −2.87 1.30 0.06
17 進路 N course group music order −2.28 1.62 0.09
18 玄関 N hall size place member −1.70 1.38 0.08
19 小休止 N break heart hour bed −1.64 1.40 0.07
20 持つ V hold call remember bring −3.21 1.47 0.08
Frequency Level 2
1… だと思 う V suppose lay succeed gain −1.19 2.13 0.16
2たぶん Adv. perhaps quite similarly effectively −1.13 1.62 0.04
3請求書 N bill society scene measure −1.10 2.47 0.00
4範囲 N range plenty instrument surface −1.76 2.03 0.03
5一般的な Adj. general recent empty illegal −1.73 2.03 0.05
6地域 N region silver content customer −1.15 2.78 0.22
7構造 N structure neighborhood lack application −1.25 3.50 0.15
8制御 N control benefit stomach supply −1.94 2.80 0.02
9N type discussion string gas −2.19 6.45 0.02
10 患者 N patient technique user aid −1.67 1.97 0.05
11 苦痛 N pain website appeal solution −1.21 3.02 0.25
12 よく 考 え る V consider overcome preser ve approve −0.92 2.40 0.09
13 利用 能な Adj. available central everyday huge −1.62 3.73 0.08
14 最近 Adv. recently somewhere newly heavily −1.05 2.14 0.01
15 問題 N issue pattern device award −1.21 4.18 0.11
16 期間 N term kid platform contrast −1.06 2.44 0.15
17 経済 N economy impression duty cross −2.09 2.58 0.01
18 政治の Adj. political complete senior sharp −1.77 2.67 0.02
19 過程 N process sugar trick channel −1.92 1.84 0.06
20 盗む V steal create push destroy −2.29 4.67 0.06
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The Finalized Version of the VST-NJ8 (Continued)
No. Item stem POS Correct answer Distractor 1 Distractor 2 Distractor 3 Dffclt
Dscrmn Gussng
Frequency Level 3
1種類 N sort complaint client youth −0.95 1.31 0.01
2評議会 N council soil producer strategy −0.76 1.75 0.14
3分析 N analysis stream presence monitor −0.57 1.89 0.16
4反対 N opposition failure arrival awareness −0.94 1.96 0.19
5追う V pursue calculate negotiate deser ve −0.80 2.18 0.23
6重要な Adj. significant immediate multiple flexible −0.48 1.69 0.00
7明らかに Adv. obviously fairly somewhat additionally −1.13 1.93 0.19
8N leather participant reputation crack −0.73 1.29 0.01
9比較 N comparison quarter exper tise introduction −1.07 2.17 0.23
10 出会い N encounter stock tension register −0.66 2.40 0.15
11 およそ Adv. approximately precisely possibly slightly −0.14 2.03 0.21
12 (物質) N stuf f statistic contract characteristic −0.13 1.78 0.06
13 める V seek launch deny abandon −0.23 2.29 0.16
14 学問の Adj. academic unlikely extraordinar y mass −0.31 3.58 0.22
15 視力 N vision preparation boss administration −0.83 1.86 0.03
16 欠点 N fault reduction existence description −0.95 1.49 0.05
17 身元 N identity editor wealth ancestor −1.00 1.75 0.13
18 提出 する V submit convince enable satisfy −0.55 1.99 0.09
19 批判的な Adj. critical raw brief unnecessary −0.86 3.34 0.14
20 国内の Adj. domestic permanent constant enthusiastic −0.95 1.41 0.01
Frequency Level 4
1信念 N faith disposal density staple −0.12 1.19 0.03
2文字通Adv. literally publicly presumably formally −0.18 1.57 0.04
3利を与える V entitle assess cultivate seize 0.13 4.00 0.21
4先の Adj. prior snowy causal stressful −0.98 2.26 0.15
5大量の Adj. massive harsh primitive gradual −0.22 2.25 0.19
6(度) N angle herb stove manual −0.93 1.41 0.01
7歳入 N revenue ambition coral ballet 0.01 4.80 0.11
8金融 N finance tablet farmland exploration −0.23 1.91 0.21
9する V perceive qualify fr ustrate renew −0.27 2.90 0.28
10 法人の Adj. corporate occasional noticeable unavoidable 0.82 1.36 0.01
11 統合 N integration defeat artifact wallet −0.17 10.62 0.13
12 計画 N scheme ant pamphlet merit 0.09 1.75 0.22
13 収容設備 N accommodation miracle grace conservation −0.08 2.11 0.17
14 する V restrict depict dedicate abolish −0.29 5.07 0.25
15 所有(物) N possession chemist personnel chamber −0.06 1.21 0.13
16 不安 N anxiety habitat dialect convention 0.50 1.64 0.04
17 横顔 N profile refund bloom penalty 0.61 1.24 0.14
18 目にえる Adj. visible vivid pleasant stylish −0.51 1.83 0.01
19 不動産 N estate summit mud neglect −0.10 3.76 0.12
20 政治制度 N regime voyage investigator punch 0.47 1.53 0.14
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HAMADA, A. et al. Development of a Vocabulary Size Test
No. Item stem POS Correct answer Distractor 1 Distractor 2 Distractor 3 Dffclt
Dscrmn Gussng
Frequency Level 5
1安定 N stability astronomer relaxation dilemma 0.91 1.57 0.03
2選ぶ V opt orient deteriorate execute 0.14 0.85 0.01
3
(〜する格のあ
Adj. eligible par tial optimistic operational 1.09 2.52 0.17
4潜在的に Adv. potentially scientifically remarkably adequately 0.96 6.13 0.15
5格付け N rating homeland discomfor t logo 1.18 1.26 0.01
6敵 意 のある Adj. hostile advisor y mandator y magnetic 0.12 2.08 0.00
7残酷な Adj. cruel serial exotic unrelated 1.34 1.96 0.12
8身 をさら す こと N exposure supplement hydrogen detention 0.60 2.21 0.18
9降下 N descent frontier peer diesel −0.05 4.27 0.17
10 一覧表への記入 N listing tolerance protocol ramp 0.67 1.00 0.01
11 協力 N collaboration ambassador creativity lawsuit 0.09 2.02 0.09
12 業績 N accomplishment constraint resignation inventory −0.32 1.98 0.20
13 使用料 N toll sickness pharmacy patch 1.12 1.74 0.15
14 枠組み N framework penny revision rejection 1.50 1.43 0.01
15 N tomb inclusion separation surplus 1.53 1.63 0.04
16 祈り N prayer globe nitrogen ram 0.87 1.76 0.15
17 一致 N correspondence worship transplant combat 0.47 2.10 0.23
18 直 立した V erect tremble deprive renovate 0.73 0.90 0.02
19 完全な Adj. integral offshore legislative triple 1.15 4.66 0.19
20 抽象的な Adj. abstract inherent naïve archaeological 0.87 1.58 0.02
Frequency Level 6
1とても天 気 の 良 い Adj. gorgeous lightweight inferior promotional 1.75 1.03 0.11
2それゆえ Adv. hence urgently ecologically nicely 0.14 3.27 0.14
3概要 N over view spacecraft alteration mound 0.39 1.17 0.01
4祖先 N ancestr y coordination liability mathematician 1.85 5.41 0.22
5子孫 N descendant capitalism acquaintance ankle 1.48 2.19 0.22
6実験 N experimentation sunglass courtesy pathogen 0.10 1.95 0.01
7原子 N atom fungus rust fist 1.92 2.14 0.01
8傾向 N inclination projector resin infancy 1.15 1.19 0.01
9自由にする V liberate encompass alleviate circulate 1.57 2.24 0.14
10 誠実な Adj. sincere parliamentar y linear inward 0.23 2.26 0.24
11 市民の Adj. civilian oval simultaneous damp 2.10 2.46 0.02
12 統計の Adj. statistical radioactive unpopular jumbo 1.52 1.33 0.03
13 居住 N residency commander aerial lieutenant 0.63 1.60 0.01
14 不一致 N discrepancy incorporation patron breadth 1.26 1.77 0.02
15 する V subscribe withhold differentiate murmur 1.05 1.50 0.18
16 する V restrain initiate comprehend intrigue 1.51 1.72 0.07
17 従う V conform recite evacuate compel 1.70 1.50 0.05
18 嘆き N grief rifle miner naturalist 1.47 1.19 0.07
19 確認 N verification stagnation deduction herd 0.06 1.36 0.03
20 分割 N partition motto pickle novelty 1.16 1.44 0.08
The Finalized Version of the VST-NJ8 (Continued)
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JACET Journal 65 (2021)
No. Item stem POS Correct answer Distractor 1 Distractor 2 Distractor 3 Dffclt
Dscrmn Gussng
Frequency Level 7
1誓い N oath repertoire payroll ensemble 1.25 2.61 0.15
2保証書 N warrant unison aerospace gospel 1.08 1.18 0.14
3貨物 N freight ignorance mucosa mainland 2.49 1.58 0.13
4主張 N assertion inquest biopsy disclosure 1.13 1.53 0.18
5固定観念 N stereotype precedent module dismay 0.72 1.82 0.17
6補足の Adj. complementary imminent tricky eternal 1.33 1.95 0.23
7する人 N motorist secrecy curator analogy 0.36 1.01 0.02
8ち らりと え る こ と N glimpse betrayal disco banner 1.96 8.24 0.25
9侵入者 N raider monopoly skipper cinnamon 1.11 0.91 0.02
10 外交 N diplomacy injunction farmhouse embargo 1.12 1.70 0.18
11 ランス をとる V poise chuck knit shiver 2.07 1.64 0.01
12 装飾用の Adj. decorative aging hopeless marital 1.42 1.85 0.03
13 心臓の Adj. cardiac creamy apt dire 2.13 1.24 0.06
14 量の Adj. quantitative relentless median comparative 1.31 1.71 0.01
15 深く Adv. profoundly loosely indirectly etcetera 2.02 3.36 0.26
16 選挙区 N constituency unrest majesty baron 1.76 1.43 0.07
17 格言 N maxim brigade accountant probation 1.97 4.92 0.07
18 軽蔑 N contempt communism stimulation referendum 1.89 2.45 0.20
19 頑固な Adj. stubborn pragmatic bureaucratic molecular 1.45 2.26 0.27
20 屋根裏部屋 N attic refer ral embargo goodwill 1.49 0.92 0.01
Frequency Level 8
1構文 N syntax brewery hooker hawk 2.31 1.07 0.01
2する V prosecute grate lurk rinse 2.07 1.97 0.26
3普遍的に Adv. universally inadvertently boldly immensely 1.04 4.64 0.40
4 あ る こと N anonymity broom snooker saloon 2.23 1.15 0.01
5子宮 N womb envy vibration cooker 2.92 0.86 0.04
6正気の Adj. sane penal pristine pancreatic 2.96 3.40 0.17
7自殺の Adj. suicidal longitudinal disruptive endoscopic 0.87 1.87 0.05
8聖歌 N anthem tempo elegance slaughter 2.03 0.90 0.03
9説得 N persuasion persona variability heartbeat 1.75 2.39 0.22
10 長期間続Adj. perennial homogeneous psychic fluorescent 2.52 2.02 0.20
11 果 とし て こ る Adj. consequent doctoral stray recur rent 1.48 2.06 0.23
12 没頭 N preoccupation monsieur starvation gypsy 1.06 3.64 0.26
13 恐怖 N dread relegation deviation midfielder 1.57 3.16 0.26
14 法令 N decree affinity devastation parasite 2.67 2.72 0.13
15 贅沢な Adj. luxurious erratic cunning indicative 0.57 2.48 0.08
16 省略 N omission gem resonance retaliation 2.70 0.89 0.04
17 移り変 わり N flux coating whereabouts jeopardy 3.09 3.62 0.24
18 説教 N sermon apprehension brilliance pilgrimage 2.65 1.68 0.10
19 雑用 N chore wig fracture foreground 2.46 2.00 0.18
20 階層性の Adj. hierarchical aristocratic martial proprietar y 2.80 1.67 0.05
Note. POS = Parts of speech. Df fclt = item difficulty, Dscrmn = item discriminability, Gussng = pseudo-guessing
probability.
The Finalized Version of the VST-NJ8 (Continued)
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HAMADA, A. et al. Development of a Vocabulary Size Test
Terms of Use and Guidelines for the VST-NJ8 Administration, Scoring, and Interpretation
Test name: Vocabulary Size Test Based on the New JACET List of 8,000 Basic Words
大学英語教育学会基本語
版語彙サ (VST-NJ8)
Measurement: The VST-NJ8 measures test-takers’ vocabular y size. The vocabular y size in
this test indicates how many words listed in the New JACET List of 8,000
Basic Words test-takers know. The 3PL IRT model was applied to the test,
ensuring measurement invariance in terms of item difficulty, item discrim-
inability, and pseudo-guessing probability. The item information functions
do not differ according to different groups of learners, either.
Population: The main test-takers of the VST-NJ8 are Japanese EFL learners. Although
the test has not yet been examined for the younger than university students,
it can be administered to different groups of learners. As the test format
is Japanese–English matching, test-takers must be proficient in Japanese
(this is particularly critical when using lower-frequency words in the test).
Administration: The VST-NJ8 can be administered individually and to groups of test-takers
via the paper version of the VST-NJ8 (http://j-varg.sakura.ne.jp/vst-nj8/
index.html). The computer-based version of the VST-NJ8 will also be
available for delivery and scoring. We set the time limit for response to
be 200 seconds (3 minute and 20 seconds) per frequency level. However,
enough time can be given to complete the test because it does not intend
to measure vocabulary fluency. After explaining the purpose of this test,
administrators must instruct students to look at a given Japanese word and
then select the most appropriate English translation from four options.
Scoring: A conventional way to calculate vocabular y size is described as
e.g., when Levels 2–6 (a total of 20 items × 5 levels) are administered and
the number of correct responses is 50, the vocabular y size is calculated
as 50 / 100 × 5 + 1,000 = 3,500, where the scores of the omitted levels that
are assumed too easy for test-takers can be considered full. The IRT-based
scoring is also available for R users (download R scripts from http://j-varg.
sakura.ne.jp/vst-nj8/index.html).
Use licensing: The terms and conditions of the Creative Commons Attribution-NonCom-
mercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) are applied to the
VST-NJ8. The use of the VST-NJ8 is free, without permission, as long as
this work is cited in your publications and relevant reports.
Corresponding author: Hamada Akira (JACET Vocabulary Acquisition Research Group)
a.hamada.0218@gmail.com (https://hamada-lab.jp/)
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Book
Cambridge Core - ELT Applied Linguistics - Learning Vocabulary in Another Language - by I. S. P. Nation