The relationship between EFL students' vocabulary learning strategies and their level of learner autonomy

There are studies on autonomy and vocabulary learning strategies in the field, but there are not many studies on the relationship between vocabulary performance and autonomy levels of Turkish students who learn English as a foreign language. Most of the studies focus on improving student autonomy in foreign language classes, not outside the classroom. This study describes and discusses the relationship between learning autonomy and the learning word learning strategies by comparing it to the trained data. The findings of the study give feedback on the vocabulary learning strategies of Turkish students who have learned English as foreign language and how they relate to being self-learners. When the qualitative and quantitative data of this study were analyzed, a weak positive relationship was found between the autonomy levels and vocabulary learning strategies of students who learned English as a foreign language. In addition, the findings revealed that the students' vocabulary learning strategies are not a significant difference in the frequency of use compared to gender, age and English education year, and students are willing to be autonomous learners. The results obtained by this study suggest that language teachers are aware of their autonomy in vocabulary learning in foreign language classes. In addition, this study is capable of carrying a guide for better vocabulary learning in the second language. Key words: Learner Autonomy, Vocabulary Learning Strategies, EFL Students