Vocabulary Learning Strategies of Turkish EFL Learners at a University Preparatory School

Abstract

This study aimed to investigate the vocabulary learning strategies employed by Turkish EFL learners studying at KTO Karatay University Preparatory School. More specifically, the study examined the strategies students used while learning vocabulary and explored the effectiveness of association strategies in vocabulary development. The participants of the study consisted of 61 Turkish EFL students enrolled in intermediate and upper-intermediate level English courses during the 2015–2016 academic year. The participants were randomly assigned to an experimental group and a control group.

The study adopted a quantitative research design and utilized a vocabulary learning strategies questionnaire adapted from Fan (2003). In addition, pre-tests and post-tests were administered to both groups in order to measure students’ vocabulary achievement. The instructional treatment lasted six weeks. During this process, the experimental group received vocabulary instruction based on association strategies, whereas the control group continued with traditional vocabulary learning practices. The collected data were analyzed using SPSS 21.0.

The findings revealed that the students in the experimental group demonstrated significantly higher post-test scores compared to the control group. The results indicated that association strategies contributed positively to students’ vocabulary achievement and supported vocabulary retention more effectively than traditional vocabulary instruction. Furthermore, students expressed generally positive attitudes toward the use of association strategies in vocabulary learning.