The Comparison of Vocabulary Teaching Methods in terms of Their Effect on Vocabulary Development: A Meta-Analytic Review

Abstract

The vocabulary teaching which one of the oldest fields in educational researches is is viewed as an activity which contributes to the development of social and communicational skills as well as the comprehension and speech skills of individuals. The fact that the traditional approaches in education were abandoned especially in the 21th century resulted in the utilization of different methods, techniques or materials in vocabulary teaching as it is in different fields of language teaching. In this respect, the aim of the research is to determine the overall effect of the said vocabulary teaching methods, techniques and materials on the vocabulary development of the students with reference to the conducted studies. Results of 31 quasi-experimental/experimental studies conducted between 2000-2016 in the field of Turkish language teaching were synthesized within the scope of the research in which meta-analysis methods were used. The effect size (Hedge g) calculations, heterogeneity and publication bias tests and intervening variable analyses of the studies included in the meta-analysis were carried out by using the Comprehensive Meta-Analysis v2.0 (CMA) software. It was determined as a result of the study that the overall effect size on the vocabulary development was wide and statistically significant (g=1.133; p<.05). Adjusted effect size of the studies were estimated to be g=.79. On the other hand, while the conducted intervening variable analyses suggested that the effect size values differed depending on the number of words taught and vocabulary teaching methods, techniques or materials used, it was determined that the level of teaching, publication type, sample size, field of study and the taught vocabulary categories were not variables that affected the effect size significantly.© 2017 IOJES. All rights reserved Keywords: 1 Turkish language teaching, vocabulary teaching, vocabulary, meta-analysis. Extended Summary PurposeVocabulary is an element that sets the limits and determines the capacity of the world in which thoughts can be developed. The development of this field is made possible through practices for teaching vocabulary that are associated with comprehension and speech skills. Studies show that individuals with a highly developed vocabulary are more competent in terms of reading, writing and speaking skills than those with a limited vocabulary (Meara, 1995). Because of the great importance of vocabulary, some of the issues related to the teaching of vocabulary include what the content and aim of such teaching should be; whether direct (intentional) or indirect (incidental) teaching is more effective; and which approaches, methods, techniques or materials are most useful in studies about vocabulary teaching. Parallel with this, an increase was seen in the literature in the number of experimental studies about the effectiveness of vocabulary teaching approaches, methods, techniques and/or materials.

Ana Dili Eğitiminde Kullanılan Kelime Öğretim Stratejilerinin Belirlenmesi

“…Bu durumda öğretmenlerin, öğretim programında belirtilen amaçlara ulaşılabilmesini ve öğrencilerin kişisel söz varlığı gelişiminin güvence altına alınabilmesini sağlamak üzere ders kitaplarında yer alan kelime öğretim etkinliklerinin yanı sıra bu sürecin iyileştirilmesine yardım edecek başka uygulamaları da devreye koyması gerekmektedir. Klasik kelime öğretimi anlayışının dışındaki çeşitli sözcük öğretim yöntemlerinin kelime hazinesi üzerindeki pozitif etkilerinin test edildiği araştırmaların (Elleman, Oslund, Griffin ve Myers, 2019;Gellert, Arnbak ve Elbro, 2020;Göçer ve Koçak, 2020;Kiriş, 2022;Maden, 2020;Sevim, 2019;Tavşanlı, Kaldırım ve Gedikli, 2021;Yaşar Sağlık, 2022;Yeğen, 2020) ve bu yöntemlerin yaygın etkisinin karşılaştırıldığı meta-analizlerin (Anguiano, 2020;Kansızoğlu, 2017) sonuçları da bu gerekliliği doğrular niteliktedir.…”

Effect of Creative Drama Method on the Success in Basic Language Skills, Grammar and Vocabulary Teaching Fields in Turkish Lesson: Meta-Analysis Study

“…It is seen when the meta-analysis studies on skills associated with Turkish lesson are analyzed that there are meta-analysis studies reviewing listening skill (Kansızoğlu, 2017a), writing skill (Atasoy, 2021;Graham et al, 2021;Kansızoğlu & Bayrak Cömert, 2017;Özkaya, 2020;Şahin, 2019;Sidekli & Uysal, 2017), reading skill (Doğan, 2017;Sidekli & Çetin, 2017;Sur, 2022), grammar teaching (Kansızoğlu & Sulak, 2019;Özkaya, 2020) and vocabulary teaching (Kansızoğlu, 2017b). However, the creative drama method was not reviewed in the studies above.…”

Fen Bilgisi Öğretmen Adaylarının Kavram Haritası Destekli Çevre Eğitimi Hakkındaki Görüşleri

“…Kavram haritaları üzerinde yapılan araştırmalar incelendiğinde, fen eğitimi alanında belli bir sınıftaki öğrenciler (Aykanat, Doğru ve Kalender, 2005;Candan, Türkmen ve Çardak, 2006;İngeç, 2008;Kazancı, Altınboz, Bora ve Altın, 2003;Kinchin, 2000;Rao, 2004;Utku vd., 2011), öğretmen ve öğretmen adaylarına (Bulut, 2020;Çoruhlu, Nas ve Çepni, 2009;Demirci ve Memiş, 2021;Gündüz, 2015;İnel, Everekli, Deniz ve Balım, 2011;Kurnaz ve Pektaş, 2013;Şaşmaz Ören, Ormancı ve Evrekli, 2011) yönelik kavram haritaları ile ilgili oldukça fazla çalışmanın yapıldığı görülmektedir. Ayrıca literatürde kavram haritalarının öğrenme stratejisi (Belet ve Yaşar, 2007;Girgin, 2012), grafik düzenleyici (Kansızoğlu, 2017;Tavşanlı ve Kaldırım, 2020), yöntem veya teknik olarak ifade edildiği çalışmalarda bulunmaktadır (Aydoğan ve Özdemir, 2020;Zorpuzan, 2019). Bu çalışmada, çevre biliminin yenilenebilir enerji kaynakları konuları kavram haritaları ile anlatıldıktan sonra fen bilgisi öğretmen adaylarının görüşleri alınmıştır.…”

“…In the literature examined, it is seen that although there are many studies on concept maps in the field of science education, these studies focus on studies for students in a certain class (İngeç, 2008;Kazancı et al, 2003;Kinchin, 2000;Rao, 2004;Utku et al, 2011), pre-service teachers and teachers (Bulut, 2020;Demirci ve Memiş, 2021;Gündüz, 2015;İnel, Everekli, Deniz ve Balım, 2011;Şaşmaz Ören, Ormancı ve Evrekli, 2011). Also, there are studies in the literature in which concept maps are expressed as a learning strategy (Belet ve Yaşar, 2007), graphic organizer (Kansızoğlu, 2017;Tavşanlı and Kaldırım, 2020), method or technique (Aydoğan and Özdemir, 2020;Zorpuzan, 2019). The research aimed to obtain the opinions of…”