Pre-Service Teachers’ Vocabulary Strategy Implementation and Effectiveness: Linking Preference to Practice in Turkish Primary EFL Contexts

Abstract

This quasi-experimental study investigates the implementation of Vocabulary Learning Strategies (VLS) by pre-service English language teachers in Turkish primary schools, aiming to bridge the persistent theory-practice gap in language teacher education. The research examines two core questions: (1) which VLS categories are most preferred by pre-service teachers after theoretical familiarization with a prominent VLS taxonomy, and (2) which categories yield the greatest short-term vocabulary gains when implemented through strategy-based vocabulary instruction with young learners. Employing a two-phase design, the study first documented the strategy preferences of 46 final-year pre-service teachers. Subsequently, during their Community Service Practicum, these teachers implemented their chosen strategies in grade 3–4 classrooms (480 learners, ages 9–11, CEFR A1–A2). Vocabulary acquisition among the primary school learners was measured using a pre-test/post-test model, with data analyzed via descriptive statistics and one-way ANOVA. Findings revealed a strong preference for memory-based (30.4%) and cognitive strategies (21.7%), along with the specific technique of Pictures/Imagery (19.6%). Statistical analysis indicated that all strategy-based instruction led to significant vocabulary gains. However, Memory strategies produced significantly greater gains than Determination and Orthographic/Phonological strategies, while Pictures/Imagery and Cognitive strategies showed comparably high short-term gains. The study concludes that pre-service teachers intuitively select concrete, visually-supported strategies that are empirically effective for young beginners. This validates a “practice-to-theory” model for teacher education, where experiential implementation of preferred strategies can serve as an anchor for deeper theoretical understanding and repertoire expansion. The research provides an empirical model linking teacher cognition, classroom practice, and learner outcomes in VLS instruction.

Keywords

• Pre-service teachers
• quasi-experimental study
• teacher education
• vocabulary instruction
• vocabulary learning strategies

Supporting Institution

Eskişehir Osmangazi University

Ethical Statement

Ethical clearance for this study was obtained from the Bartın University Social and Human Sciences Ethics Committee. The research was approved during the committee’s 13th meeting on 09 July 2025 under the decision number 1, with the protocol number 2025-SBB-0692.

Thanks

The author would like to express sincere appreciation to the pre-service English language teachers who participated in this study and contributed their time, effort, and classroom implementations. Their commitment to supporting young learners and their willingness to engage in this research made the study possible.

Tercihi Uygulamaya Bağlamak: Türk İlköğretim Düzeyi Yabancı Dil Olarak İngilizce Bağlamlarında Hizmet Öncesi Öğretmenlerin Kelime Bilgisi Stratejisi Uygulama ve Etkinliğine İlişkin Yarı Deneysel Bir Çalışma

Abstract

Bu yarı deneysel çalışma, Türkiye'de ilkokul düzeyindeki hizmet öncesi İngilizce öğretmenleri tarafından Kelime Öğrenme Stratejilerinin (VLS) uygulanmasını inceleyerek yabancı dil öğretmeni eğitimindeki kalıcı teori-pratik açığını kapatmayı amaçlamaktadır. Araştırma iki temel soruyu incelemektedir: (1) önde gelen bir VLS taksonomisiyle teorik aşinalıktan sonra hizmet öncesi öğretmenler tarafından hangi VLS kategorileri en çok tercih edilmektedir ve (2) çocuklara uygulandığında hangi kategoriler en büyük kısa vadeli kelime dağarcığı kazanımlarını sağlamaktadır. İki aşamalı bir tasarım kullanan çalışma, ilk olarak 46 son sınıf öğretmen adayının strateji tercihlerini belgelemiştir. Daha sonra, Toplum Hizmeti Uygulamaları sırasında bu öğretmenler seçtikleri stratejileri 3-4. sınıflarda (yaklaşık 480 öğrenci, yaşları 9-11, CEFR A1-A2) uygulamıştır. Kelime edinimi, ön test/son test modeli kullanılarak ölçülmüş ve veriler betimsel istatistikler ve tek yönlü ANOVA ile analiz edilmiştir. Bulgular, hafızaya dayalı (%30,4) ve bilişsel stratejilere (%21,7) yönelik güçlü bir tercihi ve Resim/Görsellik (%19,6) gibi özel teknikleri ortaya koydu. İstatistiksel analiz, stratejiye dayalı tüm öğretimin önemli kelime dağarcığı kazanımlarına yol açtığını gösterdi. Ancak, Hafıza stratejileri, Kararlılık ve Ortografik/Fonolojik stratejilerden önemli ölçüde daha fazla kazanım üretti, Resim/Görsellik ve Bilişsel stratejiler ise karşılaştırılabilir derecede yüksek etkinlik gösterdi. Çalışma, hizmet öncesi öğretmenlerin genç başlangıç ​​seviyesindekiler için deneysel olarak etkili olan somut, görsel olarak desteklenen stratejileri sezgisel olarak seçtikleri sonucuna varmıştır. Bu, tercih edilen stratejilerin deneysel olarak uygulanmasının daha derin teorik anlayış ve repertuar genişletmesi için bir çapa görevi görebileceği öğretmen eğitimi için bir "pratikten teoriye" modelini doğrular. Araştırma, VLS öğretiminde öğretmen bilişini, sınıf içi pratiği ve öğrenci sonuçlarını birbirine bağlayan deneysel bir model sunmaktadır.

Keywords

• Öğretmen adayları
• yarı deneysel çalışma
• öğretmen eğitimi
• kelime öğretimi
• kelime öğrenme stratejileri

Supporting Institution

Eskişehir Osmangazi Üniversitesi

Ethical Statement

Bu çalışma için etik izin Bartın Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu'ndan alınmış olup, araştırma, kurulun 09 Temmuz 2025 tarihli 13. toplantısında 1 numaralı karar ve 2025-SBB-0692 protokol numarasıyla onaylanmıştır.

Thanks

Bu çalışmaya katılarak zamanlarını, emeklerini ve sınıf içi uygulamalarını paylaşan öğretmen adaylarına içten teşekkür ederim. Genç öğrenenlere destek olma konusundaki duyarlılıkları ve bu araştırmaya gönüllü katkıları, çalışmanın gerçekleşmesini mümkün kılmıştır.

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