Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS... more Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS) surely promotes vocabulary learning. The aim of the present study is to examine the role of language learning context (EFL and ESL) in Turkish graduate learners’ VLS use. A descriptive research design was employed in the study. The participants were recruited from two contexts, namely; ESL and EFL. The ESL participants were 49 Turkish graduate (masters or doctorate) learners in various departments at 21 universities in the UK while the EFL participants were 79 graduate students attending all-English departments at 27 Turkish universities. Study data were collected via ‘Vocabulary Learning Strategies Questionnaire’. Descriptive statistics, t test, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were utilized in the data analyses. Research results revealed a significant difference between ESL (the UK) and EFL (Turkey) learners’ VLS use in favour of EFL learner...
Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS... more Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS) surely promotes vocabulary learning. The aim of the present study is to examine the role of language learning context (EFL and ESL) in Turkish graduate learners' VLS use. A descriptive research design was employed in the study. The participants were recruited from two contexts, namely; ESL and EFL. The ESL participants were 49 Turkish graduate (masters or doctorate) learners in various departments at 21 universities in the UK while the EFL participants were 79 graduate students attending all-English departments at 27 Turkish universities. Study data were collected via 'Vocabulary Learning Strategies Questionnaire'. Descriptive statistics, t test, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were utilized in the data analyses. Research results revealed a significant difference between ESL (the UK) and EFL (Turkey) learners' VLS use in favour of EFL learners. However, gender and academic major were not found to have any significant effect on learners' VLS use. Moreover, Discovery-Determination strategies were the most frequently used VLS group while Consolidation-Social strategies were the least frequently used category in both groups. VLS instruction should be considered in both contexts. Also, further research into the reasons why VLS use differs in the ESL and EFL contexts is suggested.
Reading is an important skill for language learners especially in the context of academia. Studie... more Reading is an important skill for language learners especially in the context of academia. Studies have shown that reading extensively has a profound impact on vocabulary knowledge (Hu & Nation, 2000; Liu & Zhang, 2018), grammatical competence (Lee et al., 1996) and writing skills (Krashen, 2004). Given the importance of reading in English in academic life, university students are expected to be willing to read in English. Now that university students' attitudes towards reading will affect their choices in individual activities (Senemoğlu, 2004), it will be useful to determine these attitudes and to investigate their relationship with variables that might potentially affect them. In this respect, the purpose of this study is to investigate university level English preparatory class students' attitudes towards reading in English with respect to some variables (gender, school shift and faculties). The study data have been collected via a Personal Information Form and the Attitudes towards Reading in English Scale developed by the researcher. The Cronbach Alpha reliability coefficient for the questionnaire has been calculated to be 0,95. The actual data of the study have been collected from 306 university level English preparatory class students via the 33-item, one-dimensional Attitudes towards Reading in English Scale. As well as descriptive analysis methods such as means and standard deviations, t tests and analyses of variance have been utilized in data analysis using SPSS package program. The findings of the study revealed that university level English preparatory class students' attitudes towards reading in English do not differ with relation to their genders, school shifts or the faculties they are going to attend. In other words, whether students are female or male, day-shift or evening-shift, and that they are going to attend different faculties does not seem to have an effect on their attitudes towards reading in English.
... Araştırmanın örneklemi Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu İngilizce Hazırlık... more ... Araştırmanın örneklemi Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu İngilizce Hazırlık programına devam eden orta düzey lisans öğrencileri arasından oranlı örnekleme yöntemiyle seçilmiştir. Örnekleme seçilen öğrenci sayısı 306\'dır. ...
Within the existing literature of vocabulary research, there has long been a search for the chara... more Within the existing literature of vocabulary research, there has long been a search for the characteristics of the good learner (Ellis, 1994, p. 546-50; Naiman et al., 1996; Stern 1975, p.316), which was most probably triggered with the observation that some learners somehow outperform the others receiving the same training (Pavicic-Takac, 2008, p. 58). This boasted the interest in the strategies learners employ to learn a new language. This interest also applies for vocabulary learning, which is a crucial element of language learning (Moir & Nation, 2008). By determining the shared pattern of strategies employed by good learners, it will be possible to distinguish the effective strategies used in vocabulary learning. In this respect, the purpose of this research is to determine the English vocabulary learning strategies (VLSs) used by Turkish graduate students with high vocabulary-levels. To this end, data were collected from 128 Turkish graduate students pursuing their master's or doctoral education at 27 universities in Turkey and 21 universities in the UK via Vocabulary Levels Test (Schmitt et al., 2001, p. 82-88) and a 54-item Vocabulary Learning Strategies Questionnaire, developed by the researcher. Students' vocabulary levels were determined by calculating their correct answers at each of the five word-levels. The study data were analysed and 53 good learners who achieved 24 and above at all levels were identified. An average score of 24 and above out of 30 items meant the student had mastered that level. The results revealed that good learners most commonly used Discovery-Determination strategies which are employed to determine the meaning of a word when one meets it for the first time. Another finding of the research was that language learning context affected the overall use and choice of good learner's VLSs. In the overall usage of VLS's, a higher frequency of VLS's were employed by EFL learners than their ESL counterparts. In the overall choice of VLSs, good learners from both the ESL and EFL context chose to use Discovery-Determination strategies and Consolidation-Metacognitive strategies more frequently than the other strategy groups. Structured Abstract: Introduction: Vocabulary, which is regarded as the key element of language that connects the four language skills-namely; speaking, listening, reading and writing-together, is so crucial that without it-as Rubin and Thompson (1994, p.79) suggest-"one cannot speak, understand, read or write a foreign language". Despite this great importance vocabulary is of, the actual teaching of it is also claimed to be impossible. Instead, "it could be presented, explained, included in all kinds of activities, and expressed in all manner of associations (visual, auditory, kinaesthetic, tactile, olfactory if one wishes)" since it is the
The purpose of this research was to investigate the micro VLSs Turkish graduate learners with hig... more The purpose of this research was to investigate the micro VLSs Turkish graduate learners with high vocabulary levels employ, and thus to pinpoint the effective micro VLSs. The micro VLSs rarely or never used by most of the graduate learners with high vocabulary levels were also investigated to point out the least used micro VLSs. A descriptive research design was employed in the study. The participants were a total of 128 Turkish students pursuing their graduate (master's and doctorate) education in Turkey (EFL) and the UK (ESL). Study data were collected via the 'Vocabulary Learning Strategies Questionnaire' and the 'Vocabulary Levels Test' after taking the necessary permissions from Exeter University Graduate School of Education Ethical Committee (with the reference number D/14/15/28) on 09/03/2015 and from Dokuz Eylul University Institude of Educational Sciences Ethical Committee (with the reference number 06) on 26/05/2016. The study data were analysed using descriptive statistics (mean, standard deviation, etc.) to determine the learners with high vocabulary levels. Strategies employed by high-level learners with top five rankings and those reported to be used either rarely or none at all by most of the participants were compared and contrasted in terms of their language learning context. A t test was also used to see if the difference in VLS use between the ELS and EFL contexts was statistically significant or not. The results revealed that the most popular VLSs among high-level learners was 'getting help from the context to guess word meaning' and the least popular was 'getting the teacher check the vocabulary notebooks, lists and word-cards prepared by the learner for accuracy'. There were also differences in the use of VLSs between the two contexts. In the light of the study findings, it is suggested that instruction of effective VLSs be considered as part of English language teaching practices. Differences between contexts should be taken into account and further investigated. Structured Abstract: Since the late 1970s, there has been widespread research interest in the strategies that learners use in learning and using second languages (Macaro, 2006: 320). An attempt to pinpoint the reasons why some learners achieve better results than their peers-under the same conditions-has led to an explosion * Çalışma Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü bünyesinde hazırlanan "A comparative study on the use of vocabulary strategies by Turkish ESL learners in the UK and EFL learners in Turkey" adlı doktora tezinden hazırlanmıştır. ** Çalışmanın gerçekleştirilmesindeki katkılarından dolayı TUBITAK'a teşekkürlerimizi bildiririz.
Reading is an important skill for language learners especially in the context of academia. Studie... more Reading is an important skill for language learners especially in the context of academia. Studies have shown that reading extensively has a profound impact on vocabulary knowledge (Hu & Nation, 2000; Liu & Zhang, 2018), grammatical competence (Lee et al., 1996) and writing skills (Krashen, 2004). Given the importance of reading in English in academic life, university students are expected to be willing to read in English. Now that university students' attitudes towards reading will affect their choices in individual activities (Senemoğlu, 2004), it will be useful to determine these attitudes and to investigate their relationship with variables that might potentially affect them. In this respect, the purpose of this study is to investigate university level English preparatory class students' attitudes towards reading in English with respect to some variables (gender, school shift and faculties). The study data have been collected via a Personal Information Form and the Attitudes towards Reading in English Scale developed by the researcher. The Cronbach Alpha reliability coefficient for the questionnaire has been calculated to be 0,95. The actual data of the study have been collected from 306 university level English preparatory class students via the 33-item, one-dimensional Attitudes towards Reading in English Scale. As well as descriptive analysis methods such as means and standard deviations, t tests and analyses of variance have been utilized in data analysis using SPSS package program. The findings of the study revealed that university level English preparatory class students' attitudes towards reading in English do not differ with relation to their genders, school shifts or the faculties they are going to attend. In other words, whether students are female or male, day-shift or evening-shift, and that they are going to attend different faculties does not seem to have an effect on their attitudes towards reading in English. Structured Abstract: The goal of human beings is to improve themselves. There are a number of ways one can improve himself. A longitudinal study investigating the fields that need to be improved collected data from over a hundred thousand people in five continents over a 20-year period. The results indicated that the top two fields among 21 were pace of reading and reading comprehension, respectively (Buzan, 2001). Today's level 1 Çalışma Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü bünyesinde hazırlanan "Boş zaman etkinliklerinin okuduğunu anlama ve okumaya yönelik tutumlar üzerindeki etkililiği" adlı yüksek lisans tezinden hazırlanmıştır.
— The purpose of this research is to determine the role of two learner background factors, namely... more — The purpose of this research is to determine the role of two learner background factors, namely; gender and discipline (academic major) in learners' frequency of vocabulary learning strategy use. To this end, data were collected from 79 Turkish graduate students pursuing their master's or PhD education in a variety of departments in 27 universities in Turkey via a questionnaire with 93 items on vocabulary learning strategies. The analyses of the study data revealed significant difference between male and female learners in favour of the female ones in the frequency VLS use while non-significant results between science major and arts and humanities major learners.
Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS... more Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS) surely promotes vocabulary learning. The aim of the present study is to examine the role of language learning context (EFL and ESL) in Turkish graduate learners' VLS use. A descriptive research design was employed in the study. The participants were recruited from two contexts, namely; ESL and EFL. The ESL participants were 49 Turkish graduate (masters or doctorate) learners in various departments at 21 universities in the UK while the EFL participants were 79 graduate students attending all-English departments at 27 Turkish universities. Study data were collected via 'Vocabulary Learning Strategies Questionnaire'. Descriptive statistics, t test, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were utilized in the data analyses. Research results revealed a significant difference between ESL (the UK) and EFL (Turkey) learners' VLS use in favour of EFL learners. However, gender and academic major were not found to have any significant effect on learners' VLS use. Moreover, Discovery-Determination strategies were the most frequently used VLS group while Consolidation-Social strategies were the least frequently used category in both groups. VLS instruction should be considered in both contexts. Also, further research into the reasons why VLS use differs in the ESL and EFL contexts is suggested.
Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS... more Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS) surely promotes vocabulary learning. The aim of the present study is to examine the role of language learning context (EFL and ESL) in Turkish graduate learners’ VLS use. A descriptive research design was employed in the study. The participants were recruited from two contexts, namely; ESL and EFL. The ESL participants were 49 Turkish graduate (masters or doctorate) learners in various departments at 21 universities in the UK while the EFL participants were 79 graduate students attending all-English departments at 27 Turkish universities. Study data were collected via ‘Vocabulary Learning Strategies Questionnaire’. Descriptive statistics, t test, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were utilized in the data analyses. Research results revealed a significant difference between ESL (the UK) and EFL (Turkey) learners’ VLS use in favour of EFL learner...
Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS... more Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS) surely promotes vocabulary learning. The aim of the present study is to examine the role of language learning context (EFL and ESL) in Turkish graduate learners' VLS use. A descriptive research design was employed in the study. The participants were recruited from two contexts, namely; ESL and EFL. The ESL participants were 49 Turkish graduate (masters or doctorate) learners in various departments at 21 universities in the UK while the EFL participants were 79 graduate students attending all-English departments at 27 Turkish universities. Study data were collected via 'Vocabulary Learning Strategies Questionnaire'. Descriptive statistics, t test, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were utilized in the data analyses. Research results revealed a significant difference between ESL (the UK) and EFL (Turkey) learners' VLS use in favour of EFL learners. However, gender and academic major were not found to have any significant effect on learners' VLS use. Moreover, Discovery-Determination strategies were the most frequently used VLS group while Consolidation-Social strategies were the least frequently used category in both groups. VLS instruction should be considered in both contexts. Also, further research into the reasons why VLS use differs in the ESL and EFL contexts is suggested.
Reading is an important skill for language learners especially in the context of academia. Studie... more Reading is an important skill for language learners especially in the context of academia. Studies have shown that reading extensively has a profound impact on vocabulary knowledge (Hu & Nation, 2000; Liu & Zhang, 2018), grammatical competence (Lee et al., 1996) and writing skills (Krashen, 2004). Given the importance of reading in English in academic life, university students are expected to be willing to read in English. Now that university students' attitudes towards reading will affect their choices in individual activities (Senemoğlu, 2004), it will be useful to determine these attitudes and to investigate their relationship with variables that might potentially affect them. In this respect, the purpose of this study is to investigate university level English preparatory class students' attitudes towards reading in English with respect to some variables (gender, school shift and faculties). The study data have been collected via a Personal Information Form and the Attitudes towards Reading in English Scale developed by the researcher. The Cronbach Alpha reliability coefficient for the questionnaire has been calculated to be 0,95. The actual data of the study have been collected from 306 university level English preparatory class students via the 33-item, one-dimensional Attitudes towards Reading in English Scale. As well as descriptive analysis methods such as means and standard deviations, t tests and analyses of variance have been utilized in data analysis using SPSS package program. The findings of the study revealed that university level English preparatory class students' attitudes towards reading in English do not differ with relation to their genders, school shifts or the faculties they are going to attend. In other words, whether students are female or male, day-shift or evening-shift, and that they are going to attend different faculties does not seem to have an effect on their attitudes towards reading in English.
... Araştırmanın örneklemi Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu İngilizce Hazırlık... more ... Araştırmanın örneklemi Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu İngilizce Hazırlık programına devam eden orta düzey lisans öğrencileri arasından oranlı örnekleme yöntemiyle seçilmiştir. Örnekleme seçilen öğrenci sayısı 306\'dır. ...
Within the existing literature of vocabulary research, there has long been a search for the chara... more Within the existing literature of vocabulary research, there has long been a search for the characteristics of the good learner (Ellis, 1994, p. 546-50; Naiman et al., 1996; Stern 1975, p.316), which was most probably triggered with the observation that some learners somehow outperform the others receiving the same training (Pavicic-Takac, 2008, p. 58). This boasted the interest in the strategies learners employ to learn a new language. This interest also applies for vocabulary learning, which is a crucial element of language learning (Moir & Nation, 2008). By determining the shared pattern of strategies employed by good learners, it will be possible to distinguish the effective strategies used in vocabulary learning. In this respect, the purpose of this research is to determine the English vocabulary learning strategies (VLSs) used by Turkish graduate students with high vocabulary-levels. To this end, data were collected from 128 Turkish graduate students pursuing their master's or doctoral education at 27 universities in Turkey and 21 universities in the UK via Vocabulary Levels Test (Schmitt et al., 2001, p. 82-88) and a 54-item Vocabulary Learning Strategies Questionnaire, developed by the researcher. Students' vocabulary levels were determined by calculating their correct answers at each of the five word-levels. The study data were analysed and 53 good learners who achieved 24 and above at all levels were identified. An average score of 24 and above out of 30 items meant the student had mastered that level. The results revealed that good learners most commonly used Discovery-Determination strategies which are employed to determine the meaning of a word when one meets it for the first time. Another finding of the research was that language learning context affected the overall use and choice of good learner's VLSs. In the overall usage of VLS's, a higher frequency of VLS's were employed by EFL learners than their ESL counterparts. In the overall choice of VLSs, good learners from both the ESL and EFL context chose to use Discovery-Determination strategies and Consolidation-Metacognitive strategies more frequently than the other strategy groups. Structured Abstract: Introduction: Vocabulary, which is regarded as the key element of language that connects the four language skills-namely; speaking, listening, reading and writing-together, is so crucial that without it-as Rubin and Thompson (1994, p.79) suggest-"one cannot speak, understand, read or write a foreign language". Despite this great importance vocabulary is of, the actual teaching of it is also claimed to be impossible. Instead, "it could be presented, explained, included in all kinds of activities, and expressed in all manner of associations (visual, auditory, kinaesthetic, tactile, olfactory if one wishes)" since it is the
The purpose of this research was to investigate the micro VLSs Turkish graduate learners with hig... more The purpose of this research was to investigate the micro VLSs Turkish graduate learners with high vocabulary levels employ, and thus to pinpoint the effective micro VLSs. The micro VLSs rarely or never used by most of the graduate learners with high vocabulary levels were also investigated to point out the least used micro VLSs. A descriptive research design was employed in the study. The participants were a total of 128 Turkish students pursuing their graduate (master's and doctorate) education in Turkey (EFL) and the UK (ESL). Study data were collected via the 'Vocabulary Learning Strategies Questionnaire' and the 'Vocabulary Levels Test' after taking the necessary permissions from Exeter University Graduate School of Education Ethical Committee (with the reference number D/14/15/28) on 09/03/2015 and from Dokuz Eylul University Institude of Educational Sciences Ethical Committee (with the reference number 06) on 26/05/2016. The study data were analysed using descriptive statistics (mean, standard deviation, etc.) to determine the learners with high vocabulary levels. Strategies employed by high-level learners with top five rankings and those reported to be used either rarely or none at all by most of the participants were compared and contrasted in terms of their language learning context. A t test was also used to see if the difference in VLS use between the ELS and EFL contexts was statistically significant or not. The results revealed that the most popular VLSs among high-level learners was 'getting help from the context to guess word meaning' and the least popular was 'getting the teacher check the vocabulary notebooks, lists and word-cards prepared by the learner for accuracy'. There were also differences in the use of VLSs between the two contexts. In the light of the study findings, it is suggested that instruction of effective VLSs be considered as part of English language teaching practices. Differences between contexts should be taken into account and further investigated. Structured Abstract: Since the late 1970s, there has been widespread research interest in the strategies that learners use in learning and using second languages (Macaro, 2006: 320). An attempt to pinpoint the reasons why some learners achieve better results than their peers-under the same conditions-has led to an explosion * Çalışma Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü bünyesinde hazırlanan "A comparative study on the use of vocabulary strategies by Turkish ESL learners in the UK and EFL learners in Turkey" adlı doktora tezinden hazırlanmıştır. ** Çalışmanın gerçekleştirilmesindeki katkılarından dolayı TUBITAK'a teşekkürlerimizi bildiririz.
Reading is an important skill for language learners especially in the context of academia. Studie... more Reading is an important skill for language learners especially in the context of academia. Studies have shown that reading extensively has a profound impact on vocabulary knowledge (Hu & Nation, 2000; Liu & Zhang, 2018), grammatical competence (Lee et al., 1996) and writing skills (Krashen, 2004). Given the importance of reading in English in academic life, university students are expected to be willing to read in English. Now that university students' attitudes towards reading will affect their choices in individual activities (Senemoğlu, 2004), it will be useful to determine these attitudes and to investigate their relationship with variables that might potentially affect them. In this respect, the purpose of this study is to investigate university level English preparatory class students' attitudes towards reading in English with respect to some variables (gender, school shift and faculties). The study data have been collected via a Personal Information Form and the Attitudes towards Reading in English Scale developed by the researcher. The Cronbach Alpha reliability coefficient for the questionnaire has been calculated to be 0,95. The actual data of the study have been collected from 306 university level English preparatory class students via the 33-item, one-dimensional Attitudes towards Reading in English Scale. As well as descriptive analysis methods such as means and standard deviations, t tests and analyses of variance have been utilized in data analysis using SPSS package program. The findings of the study revealed that university level English preparatory class students' attitudes towards reading in English do not differ with relation to their genders, school shifts or the faculties they are going to attend. In other words, whether students are female or male, day-shift or evening-shift, and that they are going to attend different faculties does not seem to have an effect on their attitudes towards reading in English. Structured Abstract: The goal of human beings is to improve themselves. There are a number of ways one can improve himself. A longitudinal study investigating the fields that need to be improved collected data from over a hundred thousand people in five continents over a 20-year period. The results indicated that the top two fields among 21 were pace of reading and reading comprehension, respectively (Buzan, 2001). Today's level 1 Çalışma Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü bünyesinde hazırlanan "Boş zaman etkinliklerinin okuduğunu anlama ve okumaya yönelik tutumlar üzerindeki etkililiği" adlı yüksek lisans tezinden hazırlanmıştır.
— The purpose of this research is to determine the role of two learner background factors, namely... more — The purpose of this research is to determine the role of two learner background factors, namely; gender and discipline (academic major) in learners' frequency of vocabulary learning strategy use. To this end, data were collected from 79 Turkish graduate students pursuing their master's or PhD education in a variety of departments in 27 universities in Turkey via a questionnaire with 93 items on vocabulary learning strategies. The analyses of the study data revealed significant difference between male and female learners in favour of the female ones in the frequency VLS use while non-significant results between science major and arts and humanities major learners.
Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS... more Vocabulary is of great importance in language learning. Using Vocabulary Learning Strategies (VLS) surely promotes vocabulary learning. The aim of the present study is to examine the role of language learning context (EFL and ESL) in Turkish graduate learners' VLS use. A descriptive research design was employed in the study. The participants were recruited from two contexts, namely; ESL and EFL. The ESL participants were 49 Turkish graduate (masters or doctorate) learners in various departments at 21 universities in the UK while the EFL participants were 79 graduate students attending all-English departments at 27 Turkish universities. Study data were collected via 'Vocabulary Learning Strategies Questionnaire'. Descriptive statistics, t test, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were utilized in the data analyses. Research results revealed a significant difference between ESL (the UK) and EFL (Turkey) learners' VLS use in favour of EFL learners. However, gender and academic major were not found to have any significant effect on learners' VLS use. Moreover, Discovery-Determination strategies were the most frequently used VLS group while Consolidation-Social strategies were the least frequently used category in both groups. VLS instruction should be considered in both contexts. Also, further research into the reasons why VLS use differs in the ESL and EFL contexts is suggested.
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