Innovation in Language Learning
A Comparative Study of the Correlation Between the Use of Vocabulary Learning Strategies and the Vocabulary Mastery Among Turkish and Arab EFL Learners in Turkey
Mehranoosh Vahdati, Altinbas University, Istanbul (Turkey)
Abstract
This quantitative study explored the relationship between vocabulary learning strategies and mastery among Turkish and Arab EFL learners at an international university in Istanbul. A sample of 120 EFL learners was selected through random sampling. Data collection involved a questionnaire assessing the use of vocabulary learning strategies and a vocabulary-level test to measure mastery. Descriptive statistics and correlation analysis via SPSS were used to analyze the data. Results indicated that determination strategies were predominantly used by both groups. Turkish learners favored these strategies over social ones, while Arab learners preferred them to cognitive strategies. Interestingly, the study found no significant difference in the vocabulary learning strategies employed by the two groups. Additionally, the vocabulary test scores did not significantly differ between Turkish and Arab learners, suggesting that the specific strategies used did not substantially affect vocabulary mastery. These insights could potentially guide students in more effective vocabulary acquisition and assist educators in implementing better vocabulary-learning practices.
Keywords: Vocabulary Mastery, Vocabulary Strategies, English as a Foreign Language
REFERENCES
[1] Ozkan & Demir (2022). The relationship between EFL students’ vocabulary learning strategies and their level of learner autonomy, Hakkâri Eğitim Fakültesi Dergisi (HEFDER), 1(1), 81-99.
