Kelime öğrenme stratejisi öğretiminin öğrenci uygulamalarına etkisinin öğretmen algıları ışığında incelenmesi

This study aimed to investigate the effects of using language learning strategies (LLS) on secondary school EFL students' vocabulary knowledge and teachers' perceptions of teaching strategies. The study sample consisted of secondary school EFL teachers and secondary school students studying at a state school in Sivas, Türkiye. The study was conducted in a mixed-method research design. The data was gathered through quantitative and qualitative data collection tools. The quantitative data was collected through a questionnaire for teachers and pre- and post- tests for students. 119 teachers were surveyed through a vocabulary teaching strategies (VTS) questionnaire (Ölmez, 2014), and 26 students were tested at the beginning and end of the 9-week intervention. This study also has an aspect of experimental design due to the 9-week intervention with students. There were two classes of fifth graders in the school. One of the classes was selected as control and other one as experimental due to the implementation of the intervention. While the experimental group students studied the vocabulary with explicit instruction of vocabulary learning strategies (VLS), the control group did not have explicit instruction of the strategies in routine course book flow. In the beginning, both group participants' previous knowledge of the target vocabulary was tested with a pre-test. At the end of the 9-week intervention period, both groups took another test including similar content to the pre-test. The pre-test and post-test were administered to examine the effects of the intervention. The test scores of the groups were submitted to the SPSS program for statistical analysis. On the other hand, the content analysis method was used to collect and analyze qualitative data. 13 students in the experimental group were interviewed, and their responses were analyzed by using the MAXQDA software. In the final step, teachers' and students' preferences and attitudes towards VLS were identified by comparing the teacher questionnaire's results and the student's interview. The findings showed that there was a discrepancy between teachers and students in terms of practice and attitudes towards VLS although both groups had a positive impression on using VLS. Besides it was revealed that the instruction of VLS developed students' vocabulary knowledge at a considerable level compared to the regular coursebook flow. Therefore, further studies are suggested to take advantage of the findings in this study with pedagogical implications.