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    Investigating the importance level and utilization of vocabulary learning strategies among turkish EFL learners
    (UiTM Press, 2020) Mirioglu, Meryem
    This study aims to investigate (a) the perceptions of 8th grade Turkish EFL learners regarding the importance and use of L2 vocabulary learning strategies (VLS), (b) to find out the relationship between perceived importance level and application level of VLS and (c) to unearth the most and the least frequently applied VLS by EFL learners in their learning processes. A mixed-method sequential explanatory design was adopted in this study. The quantitative data were collected through a questionnaire based on Schmitt's taxonomy of VLS from 398 participants and analyzed via SPSS; qualitative data were obtained from focus group interviews conducted with 45 volunteer participants and analyzed through thematic analysis. The findings indicated that EFL learners attribute a great level of significance to vocabulary learning. It also revealed that there is a significant relationship between importance and application level of VLS, which demonstrates that the strategies that were given most importance were applied on a larger scale by learners. © 2020 UiTM Press.
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    PERCEPTIONS OF TURKISH EFL TEACHERS ABOUT THE INSTRUCTION OF VOCABULARY LEARNING STRATEGIES
    (2022) Yolcu, Melek; Mirioglu, Meryem
    Given that it is the basis of any language, vocabulary is a fundamental component in learning a foreign language. This study aims at exploring the perceptions of Turkish EFL teachers regarding how they value vocabulary learning strategies (VLS) and the extent of using them in their classroom practices. Another purpose is to unveil the most and the least commonly applied VLS by EFL teachers in the Turkish state secondary schools context. 26 EFL teachers from 15 different schools participated in this mixed-methods sequential explanatory designed study. The quantitative data were gathered through a questionnaire based on Schmitt's taxonomy of VLS and analysed via Statistical Package for Social Sciences (SPSS). Semi-structured interviews were conducted with nine teachers and the data were interpreted via thematic analysis. The findings revealed that EFL teachers place special emphasis on vocabulary learning and teaching. Besides, a significant relationship was found between the importance level and application level of VLS, revealing that EFL teachers mostly employed the strategies that they considered important. However, the most frequently applied strategy turned out to be the determination strategy group although the most important strategy group was perceived as memory strategies. Teachers seemed to have difficulty instructing the strategies they regard as significant. Such factors as intensive curriculum, insufficient course books, exam-oriented instruction, limited course hours, inadequate equipment, and indifferent learners were determined to restrain teachers from instructing different kinds of VLS.