Lexical Approach and Reading-Writing Competence among Foreign Language Learners

Abstract

This study investigated how the Lexical Approach improves the reading-writing competence of foreign language learners. Specifically, using a quantitative, one-group pre-test post-test pre-experimental research design, the study involved 37 students from the Special Program in Foreign Language (SPFL)-Korean at Boot National High School during the school year 2025-2026. The findings indicated that the Lexical Approach has a significant impact on improving reading and writing competence among the respondents. In terms of reading, there were improvements in Word Recognition (where 97.2% needed improvement, while 65% were Highly Competent in the post-test) and Vocabulary Knowledge (89% reached the Highly Competent level after the implementation of the Lexical Approach). In writing competence, Accuracy and Fluency demonstrated improvements, with 91.9% and 81% of students reaching the Highly Competent level, respectively. However, the study found no significant difference in Language Comprehension and Coherence, suggesting that these higher-order competences might require more instructional periods. Based on the results, the study concludes that the Lexical Approach is an effective instructional methodology for improving learners' reading and writing competence.