ABSTRACT

Purpose: This study examined students' aptitude in comprehending word meaning, usage, and collocation across diverse textbooks and fields of knowledge. Method: It employed a cross-sectional research approach with 372 participants, assessing their competence using the Navigate and Trio textbook series. The study aimed to enhance students' multidisciplinary word comprehension skills, particularly in word collocation recognition. Multiple-choice assessments were used to evaluate student performance, and descriptive and inferential statistics were applied for data analysis. Findings: Results showed commendable proficiency in word meaning (81.57%) and usage (78.14%), although individual scores varied based on textbook choice. However, average performance in recognizing word collocations was moderate (54.57%), with a wide range of individual outcomes. A moderate to high positive correlation was found between abilities in word meaning, usage, and collocation across different disciplines. Implications: These findings highlight the need for careful textbook selection, addressing word collocation recognition, and integrating language instruction to improve multidisciplinary word comprehension skills. Educators and curriculum developers can benefit from these implications when designing language learning resources.