@article{article_660798, title={Perceived Importance, Use and Instruction of Vocabulary Learning Strategies from Students’ and Teachers’ Perspectives}, journal={Bartın University Journal of Faculty of Education}, volume={9}, pages={200–216}, year={2020}, DOI={10.14686/buefad.660798}, author={Ölmez-çağlar, Funda and Saka, Özlem}, keywords={Vocabulary learning strategies,Strategy instruction,Lexical development}, abstract={This study aimed to unearth and compare students’ and teachers’ perspectives in <br />relation to the perceived importance, use and instruction of vocabulary learning <br />strategies (VLS). A total of 548 ninth grade students studying at ten different <br />Anatolian high schools in Antalya, Turkey and 56 English language teachers <br />working at these schools participated in the study. Data were collected by means <br />of a questionnaire based on Schmitt’s (1997) taxonomy of VLS. Following a <br />validation process and conducting confirmatory factor analysis, further statistical <br />analysis was carried out. The results indicated that the students and teachers who <br />ascribed a higher level of importance to VLS used and taught them to a <br />significantly larger extent. The study found no statistically significant difference <br />between the levels of importance attached to the use and instruction of VLS by the <br />students and teachers. However, teachers’ frequency of strategy instruction <br />appeared to be significantly higher than students’ frequency of strategy use except <br />for cognitive strategies. Therefore, it was concluded that while teachers reported <br />actively teaching a wide variety of VLS, students implemented the strategies to a <br />more limited extent. Based on the results, it was recommended to explore the <br />reasons for this discrepancy between the students and teachers.}, number={2}, publisher={Bartin University}