Alignment Between Primary-Level Subject Vocabulary and Academic Vocabulary Required in Higher Education: Undergraduate Students' Perspectives

Abstract

The purpose of this study was to investigate the alignment between primary-level subject vocabulary and the academic vocabulary required in higher education from the perspective undergraduate students. For this purpose, four research objectives were formulated. A quantitative survey research design was employed in the study. Data were collected using a self-developed questionnaire consisting of 30 closed-ended items measured on a five-point Likert scale. The reliability of the instrument was confirmed by Cronbach’s Alpha 0.833, indicating a high level of internal consistency. A convenience sampling technique was used to collect data from 500 undergraduate students of three departments (IER, IBA, and English) at the University of the Punjab, Lahore. Descriptive statistics and Inferential Statistics were used to analyze the data. In addition, an independent-samples t-test was applied to examine gender-based differences, while one-way ANOVA was used to identify differences across departments. The findings revealed that students generally perceive a positive alignment between primary-level subject vocabulary and academic vocabulary required in higher education. The results of the inferential analysis showed no significant gender differences, while significant differences were found across departments. Overall, the study concludes that primary-level subject vocabulary plays a fundamental role in preparing students for academic vocabulary in higher education. Although students perceive a generally positive alignment and continuity, the findings also highlight the need for more structured vocabulary instruction at the primary level and stronger institutional support at the university level. Strengthening this linguistic progression can enhance students’ academic readiness, comprehension skills, and overall academic performance in higher education.