An Analysis of the Relationship among EFL Learners’ Autonomy, Self-esteem, and Choice of Vocabulary Learning Strategies

Tılfarlıoğlu, Filiz Yalçın; Sherwani, Star

doi:10.17507/tpls.0808.05

Cited by 5 publications

(8 citation statements)

References 16 publications

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“…This finding aligns with some research saying that this strategy is favored to be implemented by freshmen students (Alqarni, 2018). Other studies also show that this strategy is preferable to use, although it is not the most frequently implemented (Bytheway, 2015;Ghalebi et al, 2020;Tilfarlioglu & Sherwani, 2018). This strategy builds more robust engagement among learners and teachers through interaction.…”

Section: Social Strategysupporting

confidence: 87%

“…Therefore, the learners tried to find the meaning from other sources and then conclude based on their reading. This strategy is also widely used, especially for university students who encounter this situation (Ghalebi et al, 2020;Tilfarlioglu & Sherwani, 2018). A study conducted by Yaacob et al (2019) showed that the guessing strategy was mainly used before the dictionary strategy (Ghalebi et al, 2020;Tilfarlioglu & Sherwani, 2018).…”

Section: Guessing Strategymentioning

confidence: 99%

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Strategies of vocabulary learning employed by low-frequency-word level students in international class

Citrayasa

Marsella

Nernere

2022

J. Eng. Foreign. Lang.

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The application and development of vocabulary learning strategies (VLS) lead to acquiring a more extensive vocabulary size and better performance in language acquisition. Students with different proficiencies might employ various VLS in their language learning process. This study aims to describe and analyze the vocabulary learning strategy used by low-frequency-word level students identified by vocabulary size test they took previously. This study adopted mix-method research by using questionnaires and interviews. The participants were university students of international programs majoring in industrial engineering, civil engineering, and business and economics. The students were identified in low-frequency-word level who were considered able to understand wide reading and specialized study. The findings showed that low-frequency-word level students primarily used dictionary, guessing, and activation strategies. The social strategy was identified as another alternative strategy to learn vocabulary. Google Translate was the most popular translating tool due to its practicality. Guessing meaning strategy was done when failing to find the desired words using an online translation machine. Moreover, the students used social media as the platform to implement the activation strategy. Meanwhile, note-taking, rehearsal, metacognitive strategies belong to the least used VLS as the students are not into intentional vocabulary learning.

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Section: Social Strategysupporting

confidence: 87%

Section: Guessing Strategymentioning

confidence: 99%

Strategies of vocabulary learning employed by low-frequency-word level students in international class

Citrayasa

Marsella

Nernere

2022

J. Eng. Foreign. Lang.

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“…In the literature there are numerous studies on learner autonomy in foreign or second language context (Abadi & Baradaran, 2013;Almusharraf, 2018;Balçıkanlı, 2008b;Dişlen-Dağgöl, 2022;Elizondo & Garita, 2013;Kartal & Balci, 2021;Korlu & Mede, 2018;Sedighi & Tamjid, 2016;Shams, 2013;Tilfarlioglu & Sherwani, 2018;Tseng, Liou &Chu, 2020;Vela & Rushidi, 2016;Tran, 2020;Yıldırım, 2008).…”

Section: Previous Studies On Learner Autonomymentioning

confidence: 99%

The role of learner autonomy on vocabulary learning

Aysu

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Developing vocabulary is one of the important parts in foreign language learning. In other words, vocabulary is necessary not only for productive skills but also receptive skills. Thus, students have to continue vocabulary development beyond the classroom. Students have to plan, learn and monitor themselves while they are studying vocabulary. In order to achieve it, they need to be autonomous learners. Considering the effect of learner autonomy on language learning, this study aimed to identify to what extent Turkish EFL students were autonomous and how the learner autonomy affected their vocabulary learning. 26 preparatory class students participated in this study. Data were collected via learner autonomy scale, a pre-vocabulary test, a post- vocabulary test, and students’ questionnaire with 1 open-ended question. Results showed that students could be categorized as moderately autonomous as the mean values of the items were more than 3.19 (±1.021). However, learner autonomy did not statistically significantly explain the variation in vocabulary learning. Learner autonomy explained 4% of the variation in vocabulary learning, which was a very small effect on vocabulary learning. As a suggestion for further studies, an experimental study could be designed to promote learner autonomy and language learning strategies and motivation as other independent variables could be examined in terms of vocabulary learning.

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“…They also noted that for EFL learners to improve their pronunciation, self-governing and self-confidence tactics were necessary. According to Tilfarlioglu and Sherwani (2018), there is a relation between learner autonomy, confidence, and vocabulary learning strategies.…”

Section: Introductionmentioning

confidence: 99%

The Perceptions and Practices of Learner Autonomy among Undergraduate English as a Foreign Language Students in Private Universities (A Case of Erbil/Iraq)

2022

IJSSES

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Learner autonomy is indisputably one of the most essential concerns in higher education, as it allows students to take charge of their own learning and accomplishing the tasks provided by their lecturers outside the walls. Therefore, this study was initiated to reveal the perceptions and practices of learner autonomy among English as a foreign language undergraduate students in private universities in Erbil. The quantitative research method was utilized through a questionnaire. The research sample consists of 156 undergraduate EFL students from three private universities in Erbil. The collected data were analyzed through SPSS 25 data editor. The results have indicated that even though the students are motivated to learn English, they do not have necessary autonomy level to take responsibility over their learning. This research will shed light on the perceptions and practices of learner autonomy among English as a foreign language undergraduate students in private universities in Erbil, and will guide English language lecturers, curriculum developers, education coordinators and undergraduate foreign language students to implement autonomous learning skills in teaching and learning.

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An Analysis of the Relationship among EFL Learners’ Autonomy, Self-esteem, and Choice of Vocabulary Learning Strategies

Cited by 5 publications

References 16 publications

Strategies of vocabulary learning employed by low-frequency-word level students in international class

Strategies of vocabulary learning employed by low-frequency-word level students in international class

The role of learner autonomy on vocabulary learning

The Perceptions and Practices of Learner Autonomy among Undergraduate English as a Foreign Language Students in Private Universities (A Case of Erbil/Iraq)

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