Türk lise öğrencilerinde kelime öğrenimi için öz-düzenleme kapasitesi: Deneysel bir çalışma

This study intended to investigate the general attitudes of a group of high school EFL students towards language learning strategies, particularly vocabulary learning strategies, and to investigate whether or not one month awareness-raising program for self-regulated vocabulary learning can increase the use of vocabulary learning strategies autonomously and the rate of success among the students. At the time of the study all the participants were in the same proficiency level (B1). The data were gathered through inventory, the self-regulated capacity for vocabulary learning (the SRCvoc) prepared by Tseng, Dörnyei and Schmitt (2006), which was translated to Turkish by a researcher with a PhD in ELT.The instrument, based on the notion of self-regulation drawn from the field of educational psychology by Tseng, Dörnyei and Schmitt (2006), is composed of 20 items in five subscales. The participants responded to the inventory during B1 level. The data were analyzed through SPSS (17.0) to find (a) the construct validity of the SRCvoc with the current sample, (b) the theSRCvoc use profile of the current sample, (c) the effect size of one month raising-awareness program for self-regulated vocabulary learning on the success of the experimental group, (d) self-regulated vocabulary learning behaviour displayed in the journals of the participants, and (e) significant differences between the weekly quiz results of the control group and experimental group before and during the awareness raising sessions.The findings of the study revealed that after conducting, EFA to get valid data, six items of the inventory were taken out, and five categories decreased to four categories named; commitment, meta-cognitive, satiation, and emotion control. It is revealed that one month raising awareness program did not achieve to increase the SRCvoc level of the experimental group significantly. Also it was found that although there is significant difference between the pre-test and the post-test results of the experimental group, they could not outperformed the control group significantly in the post-test. The last finding was that while the control group was significantly more successful than the experimental group in the pre-training weekly vocabulary quizzes, the experimental group was more successful than the control group in the post-training weekly vocabulary quizzes, yet the difference was not statistically significant.Keywords: Language, Self-Regulation, Vocabulary Learning Strategies