Effects of instruction in vocabulary learning strategies

Abstract

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.