Browsing by Subject "Vocabulary learning strategies"

Now showing 1 - 4 of 4

Open Access
Effects of instruction in vocabulary learning strategies
(2006) Tezgiden, S. Yasemin
This study investigated the effects of vocabulary learning strategy instruction on learners’ reported strategy use and their perceptions of usefulness. It also sought to find out the learner and teacher attitudes towards strategy instruction. This study was conducted with the participation of one pre-intermediate English preparation class at Afyon Kocatepe University, School of Foreign Languages and their teacher. The three-week strategy instruction was given by the classroom teacher according to the lesson plans developed by the researcher. The data were collected through classroom observation, vocabulary learning strategies questionnaires, learner and teacher interviews and learning diaries. The analyses of the quantitative and qualitative data revealed that the strategy instruction had a positive impact on strategy use, but it failed to create a significant increase in learner perceptions of usefulness. However, both learner and teacher attitudes were positive towards strategy instruction. This study implied that instruction in vocabulary learning strategies may have a role to play in the university level Turkish EFL context, as it may contribute to the learner independence by encouraging students to reflect on their own learning process.
Open Access
Self-regulating capacity in vocabulary learning among trilingual learners in higher education context
(2024-09) Şahin, Nihan
This study aimed to examine the self-regulating capacity in vocabulary learning among trilingual learners in higher education context. Focusing on students enrolled in a trilingual bachelor’s program at a foundation university in Türkiye, this study investigated if the perceived overall use of self-regulating capacity in vocabulary learning differed among trilingual learners based on gender, type of high school, years of undergraduate education, achievement as measured by the CGPA, achievement in the core English language classes, and participation in English and French preparatory program. Utilizing a cross-sectional single site survey, data were gathered from 83 students using the Self-Regulatory Vocabulary Learning Capacity Scale (Tseng et al., 2006) questionnaire was administered. The findings reveal that among five facets of the instrument, Environmental Control strategies were the most commonly employed, while Metacognitive Control strategies were the least utilized. Achievement in the first core Freshman English course emerged as a significant factor regarding the employment of self-regulatory strategies in vocabulary learning. In contrast, factors such as gender, type of high school, students’ CGPA scores, participation in English and French preparatory programs and lastly their achievement in the second core Freshman English course did not reveal any significant differences. Finally, the results showed, for all five-facets, achievement in the first core Freshman English course was a significant factor; additionally, it was found that English preparatory program participation plays a substantial role in the use of Emotion Control strategies among students when learning vocabulary.
Open Access
A survey on the use of vocabulary learning strategies of high school students
(2019-06) Derici, Elif
This study investigates the vocabulary learning strategies (VLSs) employed by 556 high school students to identify the most and least frequently used discovery and consolidation strategies. The study further investigates whether there is any difference between VLSs used with respect to gender, grade level, school type and age. To these ends, the researcher collected data through an adapted version of Schmitt‟s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) administering it in different types of schools, Anatolian high school, Private high school and Science high school. The researcher analyzed both discovery and consolidation strategies, including their sub-categories descriptively. The researcher also analyzed the collected data inferentially with reference to gender, grade level, school type and age. The analysis of the data yielded significant results.
Open Access
Turkish EFL learners' awareness and use of English morphology in guessing the meanings of unknown words from context : a case study
(2008) Akkan, Hakan
This study investigated Turkish university preparatory school EFL learners’ awareness and use of English affixes as a knowledge source in guessing the meanings of unknown words in written contexts. In addition, this study also examined Turkish learners’ use of prefixes and suffixes separately. The study was conducted with the participation of 10 pre-intermediate students at the English Language Preparatory School of Gaziosmanpaşa University. The data was gathered through think aloud procedures. The participants were asked to read a reading passage and try to infer the meanings of 13 target words that included prefixes, suffixes, or both. The participants were tape-recorded during the think aloud procedures. The tape recordings were transcribed in order to provide the data. The data analysis involved reading and rereading of the tape scripts. Then, knowledge sources were identified and classified, and the participants’ successful and unsuccessful used of English morphology was examined. This study implies that English affixes are effective knowledge sources in determining the meanings of unknown words. Thus, EFL teachers should teach students strategies about how to use English prefixes and suffixes in inferring the meanings of unknown words in context.