THE IMPACT OF LIMITED READING HABITS ON VOCABULARY COMPETENCE: A CASE STUDY OF FIRST-YEAR ENGLISH STUDENTS AT ENSUP, MALI

Limited reading habits among university students in Mali impede vocabulary growth and overall language Limited reading habits among university students in Mali impede vocabulary growth and overall language proficiency.This study examines the relationship between reading practices and vocabulary competence among first-year English students at the cole Normale Suprieure (ENSup).Although English is part of the curriculum, many students enter university without sustained reading routines, which may restrict vocabulary development and academic performance.Using a mixed-methods design, data were collected through a vocabulary assessment test, reading habit surveys, and semi-structured interviews with a stratified random sample of 45 students.Quantitative results were analyzed using Microsoft Excel, and qualitative responses were thematically coded.Findings reveal a strong correlation between limited reading and weak vocabulary competence, with students who read less frequently scoring lower on both receptive and productive vocabulary measures.Qualitative analysis identifies factors such as socioeconomic constraints, low intrinsic motivation, and personal challenges.The study underscores the importance of pedagogical interventions that promote extensive reading, implement vocabulary-focused strategies, and provide equitable access to culturally relevant reading resources, thereby contributing to a deeper understanding of vocabulary acquisition in multilingual contexts.