Şahin, Nihan2024-09-252024-09-252024-092024-092024-09-20https://hdl.handle.net/11693/115851Cataloged from PDF version of article.Thesis (Master's): Bilkent University, M.A. in Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2024.Includes bibliographical references (leaves 184-191).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.xxi, 196 leaves : charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessSelf-regulationSelf-regulated learning (srl)Self-regulating capacity in vocabulary learningVocabulary learning strategiesTrilingual learnersThesisB016839