PERCEPTIONS OF TURKISH EFL TEACHERS ABOUT THE INSTRUCTION OF VOCABULARY LEARNING STRATEGIES

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dc.contributor.authorYolcu, Melek
dc.contributor.authorMirioglu, Meryem
dc.date.accessioned2025-01-06T17:24:26Z
dc.date.available2025-01-06T17:24:26Z
dc.date.issued2022
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractGiven 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.
dc.identifier.endpage337
dc.identifier.issn1304-8880
dc.identifier.issn1304-8899
dc.identifier.issue1
dc.identifier.startpage322
dc.identifier.trdizinid1105151
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1105151
dc.identifier.urihttps://hdl.handle.net/20.500.14669/1237
dc.identifier.volume31
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofÇukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.subjectVocabulary Teaching
dc.subjectTeachers’ Perceptions.
dc.subjectStrategy Instruction
dc.subjectVocabulary Learning Strategies
dc.titlePERCEPTIONS OF TURKISH EFL TEACHERS ABOUT THE INSTRUCTION OF VOCABULARY LEARNING STRATEGIES
dc.typeArticle

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