The effects of vocabulary strategy training on vocabulary learning and autonomy: A case study of Turkish EFL students

Use of language learning strategies can play a very important role on the way to gain success and learner autonomy in language learning. They can be more powerful learning tools provided that they are chosen properly according to the situations language learners will face with. Learners? receiving strategy training is very important in helping them with tackling the language situations they will encounter, however the results of various researches reveal the need to teach the students how to choose and use different learning strategies appropriately as well.The present study had two main purposes. Firstly, it aimed to investigate the effects of vocabulary strategy training on vocabulary learning and secondly it aimed to investigate the effects of vocabulary strategy training on learner autonomy at intermediate level in preparatory classes of a foundation university.Multi-method approach was used in order to answer these two purposes. Qualitative methods (think-aloud protocols, focus group interviews) and quantitative methods (learner autonomy questionnaires, vocabulary tests) were used in order to collect data. Nineteen students who were at intermediate level participated in the present study. While the participating students in the experimental group received vocabulary strategy training for 3 weeks, the students in the control group received no special treatment during this phase.The results of the learner autonomy questionnaires revealed that vocabulary strategy training had the following effects on learner autonomy with regard to 1) learners? studying independently of the teacher; 2) learners? having control in their studies; and 3) learners? increased awareness in the importance of vocabulary learning, although the obtained results were not found to be statistically highly significant.The results of the vocabulary tests revealed a statistically significant difference on vocabulary learning achievement in the experimental group, On the other hand, no statistically significant difference was found between the pre and post vocabulary test scores in the control group, which received no strategy training. These results indicated that vocabulary strategy training had some effects on vocabulary learning achievement of the students in the experimental group.