Vocabulary learning strategies utilized by Afghan students who learn Turkish as a foreign language

Vocabulary learning strategies have an important position in learning a foreign language. In other words, vocabulary is the powerful element that enhance writing, speaking, reading and listening skills. This research focuses on vocabulary learning strategies used by Afghan students. Total of 202 pupils, consisting of current students and alumnis from Kabul University and Yunus Emre Institute, participated in the study during the academic year of 2019-2020. Quantitative research method has been utilized to study the problem by using Descriptive Analysis. To prepare the questionnaire for collecting the data, 25 items were adopted from Schmitt (1997), Oxford (1990) and Kocaman and Kızılkaya Cumaoğlu (2014) surveys. The data was further analyzed with SPSS 21 (statistical Package for Social Science) Program. Based on the results of the study, it is evident that while learning the vocabulary Afghan students use the Meta-cognitive strategy the most while Determination and Social strategies were used the least. When learning the vocabulary participants' ethnicity differences showed that Persian speakers used the most number of strategies as compared to the Turkish heritage students. No statistical significant difference was observed in the gender. But, statistical significant difference was observed in age when learning vocabulary. Overall students from Afghanistan find it moderately difficult to learn vocabulary while learning Turkish language.