English as a second language is an important skill to have for university graduates in Japan. Higher standardized test scores on institutional English tests such as the Test of English for International Communication – Listening and Reading (TOEIC) can signal language ability and can increase the appeal of graduates to employers (Bresnihan, 2014). This paper aims to describe two variables, language aptitude and vocabulary listening, as predictors of second language (L2) learner ability measured by a practice TOEIC post-test provided with the textbook, which was given at the last meeting of a TOEIC course. In this study, language aptitude was measured by the Modern Language Aptitude Test – Elementary (MLAT-E), and vocabulary listening was measured using the Listening Vocabulary Levels Test (LVLT), both administered prior to the course. Exposing a connection between these variables might increase focus on implementing aural aspects of curriculum design (e.g., extensive listening input) into second language English learning courses in order to boost TOEIC scores within the university. Scores on the TOEIC Post-Test were correlated with scores from the MLAT-E and LVLT. Correlation analyses using raw scores showed that Hidden Words, which tests aural mapping onto consonants without vowels, and Number Learning, which required participants to learn new sound-number associations within a three-minute span, both correlated with TOEIC Post-Test scores after post hoc corrections were made. However, only one of the LVLT scores showed correlation with TOEIC Post-Test scores, which indicated that the predictive powers of the test were not, in general, very strong.
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