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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2020 / Cilt: 9 - Sayı: 2

Perceived Importance, Use and Instruction of Vocabulary Learning Strategies from Students’ and Teachers’ Perspectives

Öğrenci ve Öğretmen Bakış Açısıyla Kelime Öğrenme Stratejilerinin Algılanan Önemi, Kullanımı ve Öğretimi

Funda Ölmez Çağlar
F. Özlem Saka
Pages
200–216
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicated that the students and teachers whoascribed a higher level of importance to VLS used and taught them to asignificantly larger extent.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to unearth and compare students’ and teachers’ perspectives inrelation to the perceived importance, use and instruction of vocabulary learningstrategies (VLS).
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Key Findings & Data:A total of 548 ninth grade students studying at ten differentAnatolian high schools in Antalya, Turkey and 56 English language teachersworking at these schools participated in the study.
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Conclusion & Impact:The results indicated that the students and teachers whoascribed a higher level of importance to VLS used and taught them to asignificantly larger extent.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aimed to unearth and compare students’ and teachers’ perspectives inrelation to the perceived importance, use and instruction of vocabulary learningstrategies (VLS). A total of 548 ninth grade students studying at ten differentAnatolian high schools in Antalya, Turkey and 56 English language teachersworking at these schools participated in the study. Data were collected by meansof a questionnaire based on Schmitt’s (1997) taxonomy of VLS. Following avalidation process and conducting confirmatory factor analysis, further statisticalanalysis was carried out. The results indicated that the students and teachers whoascribed a higher level of importance to VLS used and taught them to asignificantly larger extent. The study found no statistically significant differencebetween the levels of importance attached to the use and instruction of VLS by thestudents and teachers. However, teachers’ frequency of strategy instructionappeared to be significantly higher than students’ frequency of strategy use exceptfor cognitive strategies. Therefore, it was concluded that while teachers reportedactively teaching a wide variety of VLS, students implemented the strategies to amore limited extent. Based on the results, it was recommended to explore thereasons for this discrepancy between the students and teachers.

Özet

Bu çalışmanın amacı, kelime öğrenme stratejilerinin algılanan önemi, kullanımı ve öğretimi konusundaki öğrenci ve öğretmen bakış açılarını saptamak ve karşılaştırmaktır. Türkiye’de, Antalya ilinde yer alan on farklı Anadolu lisesinde öğrenimlerini sürdüren toplam 548 dokuzuncu sınıf öğrencisi ile bu okullarda görev yapan 56 İngilizce öğretmeni çalışmaya katılmıştır. Schmitt’in (1997) kelime öğrenme stratejileri sınıflandırmasından yola çıkılarak oluşturulmuş bir anket aracılığıyla veri toplanmıştır. Geçerlilik çalışması ve doğrulayıcı faktör analizinin ardından diğer istatistiksel analizler gerçekleştirilmiştir. Elde edilen sonuçlar, kelime öğrenme stratejilerine daha çok önem veren öğrencilerin bu stratejileri daha fazla kullandığını, öğretmenlerin de daha fazla öğrettiğini göstermiştir. Öğrencilerin kelime öğrenme stratejilerinin kullanımına verdiği önem düzeyi ile öğretmenlerin bu stratejilerin öğretimine verdiği önem düzeyi arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Fakat bilişsel stratejiler dışında, öğretmenlerin stratejileri öğretme sıklığının öğrencilerin stratejileri kullanma sıklığından anlamlı ölçüde fazla olduğu görülmüştür. Bu nedenle, öğretmenlerin birçok farklı stratejiyi etkin biçimde öğrettiklerini ifade etmelerine karşın öğrencilerin stratejileri daha sınırlı bir oranda uyguladıkları sonucuna varılmıştır. Bu sonuçlardan yola çıkılarak, öğrenciler ve öğretmenler arasındaki bu uyuşmazlığın nedenlerinin araştırılması önerilmiştir.

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Cite This Article

Çağlar, F. Ö., Saka, F. Ö. (2022). Perceived Importance, Use and Instruction of Vocabulary Learning Strategies from Students’ and Teachers’ Perspectives. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 9 - Sayı: 2, 200–216. https://ajindex.com/articles/462075

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