Measuring Vocabulary Learning Strategy Use of Turkish EFL Learners in Relation to Academic Success and Vocabulary Size

Kırmızı, Özkan

doi:10.5430/wje.v4n6p16

Cited by 9 publications

(8 citation statements)

References 28 publications

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“…Some research to find their relationship with vocabulary size focusing on EFL undergraduate and graduate students was conducted by Ali & Kalajahi (2012); Hamzah, Kafipour, & Abdullah (2009); and Kırmızı (2014). All those studies seemed to reveal almost similar results showing that some categories of Vocabulary Learning Strategies contribute significantly to the students' vocabulary size despite their different level of significance.…”

Section: Introductionmentioning

confidence: 99%

“…However, a deep explanation on how Vocabulary Learning Strategies relate to vocabulary knowledge especially in its certain aspects such as learner's knowledge of affixes, their vocabulary size, and words association has not been explored enough (Nosidlak, 2013). Some research to find their relationship with vocabulary size focusing on EFL undergraduate and graduate students was conducted by Ali & Kalajahi (2012); Hamzah, Kafipour, & Abdullah (2009); and Kırmızı (2014). All those studies seemed to reveal almost similar results showing that some categories of Vocabulary Learning Strategies contribute significantly to the students' vocabulary size despite their different level of significance.…”

Section: Introductionmentioning

confidence: 99%

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EFL students’ vocabulary learning strategies and their affixes knowledge

Noprianto¹,

Purnawarman²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Vocabulary Learning Strategies and knowledge of affixes have long been considered to have influence on learners' vocabulary learning. However, how they relate to each other seems to have drawn little attention. This current study was intended to explore the frequency of vocabulary learning strategies used by Indonesian high school students, to find out their knowledge of affixes as well as to figure out how their reported vocabulary learning strategies use relate to their knowledge of affixes. This correlational study involved 116 participants of the first grade of senior high school consisting of 27 males and 89 females aged between fourteen and seventeen years old. A questionnaire of Vocabulary Learning Strategies adapted from Schmitt (1997) and a Word Part Level Test proposed by Sasao & Webb (2015) were employed to answer the research questions. Using Statistical Package for the Social Sciences software (SPSS version 24), it was discovered that the participants used a medium level of frequency of Vocabulary Learning Strategies with Determination strategy most preferred by them. In addition, it was found that their affixes knowledge was low with multi, re-, inter-, dis- ,-ful, and-er respectively considered as the order of their affixes acquisition. With respect to their interrelatedness, the overall participants' Vocabulary Learning Strategies significantly contribute to their knowledge of affixes. However, unlike Memory strategy, Determination strategy proved to have no significant contributions to their affixes knowledge.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL students’ vocabulary learning strategies and their affixes knowledge

Noprianto¹,

Purnawarman²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…However, VLS preferences were not found to be consistent with the proficiency level. Kırmızı (2014) investigated 213 English language and literature students' use of VLS by using a vocabulary learning strategy questionnaire and vocabulary levels test and found that the participants had a high level of vocabulary size for 2000 word level, 3000 word level, and academic word levels, a moderate level of vocabulary size for 5000 word level and a low level in 10000 word level. It was also found in the study that the participants had a moderate level of vocabulary learning strategy use.…”

Section: Studies On Vocabulary Learning Strategiesmentioning

confidence: 99%

İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin Kelime Öğrenme Stratejileri Üzerine Bir Çalışma

Hismanoğlu¹,

Turan²

2019

Ana Dili Eğitimi Dergisi

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This study aimed to investigate the vocabulary learning strategies of preparatory program Turkish EFL students when they learned new words in English. To that end, 85 Turkish EFL students in English preparatory education at a state university located in the western part of Turkey participated in the study. The 'Vocabulary Learning Strategies Scale' (VLSS), developed by Kocaman & Cumaoglu (2014), was utilized to collect the data for this study. The results of the study showed that the participants used vocabulary learning strategies (VLS) at a medium level. The results of the study also displayed that while affective strategies were the most frequently used vocabulary learning strategies by preparatory program Turkish EFL students, social strategies were the least frequently utilized vocabulary learning strategies by them. Finally, the results displayed a statistically significant relationship between individual variables such as gender, English proficiency level, success and students' use of vocabulary learning strategies.

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“…There are various studies in the literature that are focused on determining vocabulary learning strategies of foreign language learners (Bekleyen, 2005;Çelik & Toptaş, 2010;Çelikkaya, 2012;Engin, Dikbayır, & Genç, 2017;Gömleksiz, 2013;Hişmanoğlu & Turan, 2019;Kırmızı, 2014;Kırmızı & Topcu, 2014;Noprianto & Purnawarman, 2019;Tanyer & Ozturk, 2014). There are also studies that examine strategy use of TFL learners in terms of language learning strategies (Alyılmaz & Şengül, 2017;Akın & Çetin, 2016;Barut, 2015;Boylu, 2015;Bölükbaş, 2013;Şengül, 2012;Varışoğlu, 2017).…”

Section: Introductionmentioning

confidence: 99%

Turkish as a foreign language learners’ use of vocabulary learning strategies

Göçen¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Learning a foreign language includes learning vocabulary together with grammar rules and using language skills by means of them. Words are presented to learners through teachers and coursebooks in educational processes. Yet, it is not possible to teach all the words through lessons, so learners are expected to become independent vocabulary learners. Learners can achieve this when they know and use the vocabulary learning strategies. To be able to support them in becoming independent vocabulary learners, teachers need to determine their level of strategy use and which strategies they use and examine if these differ according to different variables. For this reason, this study aims to determine the level of Turkish as a foreign language (TFL) learners' use of vocabulary learning strategies. For this purpose, the data in this study designed by using survey model were collected from 169 students that learn TFL at A1, A2, B1, B2, and C1 levels. "Foreign Language Vocabulary Learning Strategies Scale" developed by Kocaman and Kızılkaya Cumaoğlu (2014) was used as data collection tool. Frequencies, arithmetic means, and standard deviations were calculated, and t-test, ANOVA, and LSD tests were used for data analysis. As a result, the vocabulary learning strategies were identified and the level of TFL learners' strategy use was determined. The data were tested to check if there were any statistically significant differences among variables: gender, language level, region, ancestry, and native language.

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Measuring Vocabulary Learning Strategy Use of Turkish EFL Learners in Relation to Academic Success and Vocabulary Size

Cited by 9 publications

References 28 publications

EFL students’ vocabulary learning strategies and their affixes knowledge

EFL students’ vocabulary learning strategies and their affixes knowledge

İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin Kelime Öğrenme Stratejileri Üzerine Bir Çalışma

Turkish as a foreign language learners’ use of vocabulary learning strategies

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