TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS

Ömer Gökhan Ulum

doi:10.17753/sosekev.1793085

TR EN

Öz

Kelime Öğrenmede Diller Arası Geçiş: İngilizce Öğrencilerinin Kelime Bilgisi ve Hatırlama Becerileri Üzerindeki Etkisi

Öz

Bu yarı deneysel karma yöntemli çalışma, onuncu sınıf Türk İngilizce öğrencileri arasında diller arası geçiş (translanguaging) pedagojisinin kelime bilgisi, hatırlama becerisi ve öğrenci algıları üzerindeki etkilerini incelemektedir. Altmış katılımcı rastgele şekilde iki gruba ayrılmıştır: biri Türkçe-İngilizce iki dilli öğretim alan deney grubudur, diğeri ise yalnızca İngilizce ile eğitim alan kontrol grubudur. Ön test ve son test bulguları, deney grubunun anlamlı düzeyde daha yüksek kelime kazanımları gösterdiğini ortaya koymuştur (Cohen’s d = 1.31) ve öğrencilerin birinci dillerinin entegrasyonunun pedagojik faydasını doğrulamaktadır. Odak grup görüşmelerinden elde edilen nitel veriler, öğrencilerin diller arası geçiş (translanguaging) yaklaşımına yönelik olumlu tutumlarını ortaya koymuş; kaygının azaldığını, anlama düzeyinin arttığını ve motivasyonun yükseldiğini göstermiştir. Çalışma, diller arası geçiş (translanguaging) uygulamalarının yalnızca sözcük gelişimini değil, aynı zamanda sosyo-duygusal katılımı da desteklediğini ortaya koymaktadır. Bu bulgular, tek dilli yabancı dil olarak İngilizce bağlamlarında öğrencilerin tüm dilsel birikimlerini kullanmaya olanak tanıyan kapsayıcı ve etkili öğretim stratejilerinin önemini vurgulamaktadır.

Anahtar Kelimeler

Diller arası geçiş, Kelime edinimi, İngilizceyi yabancı dil olarak öğrenenler, Birinci dil entegrasyonu, Karma yöntem araştırması

TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS

Öz

This quasi-experimental mixed-methods study investigates the effects of translanguaging pedagogy on vocabulary knowledge, short-term retention, and learner perceptions among tenth-grade Turkish EFL students. Sixty participants were randomly assigned to either a treatment group that received bilingual instruction (Turkish-English) or a control group that received English-only instruction. Quantitative findings from pre- and post-tests revealed significantly higher vocabulary gains in the treatment group (Cohen’s d = 1.31), confirming the pedagogical advantage of integrating students’ L1. Qualitative data from focus group interviews highlighted students’ positive attitudes toward translanguaging, emphasising reduced anxiety, enhanced comprehension, and increased motivation. The study concludes that translanguaging not only supports lexical development but also promotes socio-affective engagement in English as a Foreign Language (EFL) classrooms. These findings underscore the importance of leveraging students’ full linguistic repertoires to create inclusive, cognitively supportive, and empowering learning environments. The research contributes to the growing body of evidence advocating for L1-inclusive instructional strategies in monolingual English as a foreign language (EFL) contexts, such as Türkiye.

Anahtar Kelimeler

Translanguaging, Vocabulary acquisition, EFL learners, L1 integration, Mixed-methods research

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

İkinci Bir Dil Olarak İngilizce, Dil Edinimi

Bölüm

Araştırma Makalesi

Yazarlar

Ömer Gökhan Ulum ^*
0000-0001-7685-6356
Türkiye

Erken Görünüm Tarihi

1 Şubat 2026

Yayımlanma Tarihi

1 Şubat 2026

Gönderilme Tarihi

29 Eylül 2025

Kabul Tarihi

16 Ocak 2026

Yayımlandığı Sayı

Yıl 2026 Sayı: 105

DOI

https://doi.org/10.17753/sosekev.1793085

IZ

https://izlik.org/JA35SY39HB

APA

Ulum, Ö. G. (2026). TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS. EKEV Akademi Dergisi, 105, 340-356. https://doi.org/10.17753/sosekev.1793085

AMA

1.Ulum ÖG. TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS. EKEV Akademi Dergisi. 2026;(105):340-356. doi:10.17753/sosekev.1793085

Chicago

Ulum, Ömer Gökhan. 2026. “TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS”. EKEV Akademi Dergisi, sy 105: 340-56. https://doi.org/10.17753/sosekev.1793085.

EndNote

Ulum ÖG (01 Mart 2026) TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS. EKEV Akademi Dergisi 105 340–356.

IEEE

[1]Ö. G. Ulum, “TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS”, EKEV Akademi Dergisi, sy 105, ss. 340–356, Mar. 2026, doi: 10.17753/sosekev.1793085.

ISNAD

Ulum, Ömer Gökhan. “TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS”. EKEV Akademi Dergisi. 105 (01 Mart 2026): 340-356. https://doi.org/10.17753/sosekev.1793085.

JAMA

1.Ulum ÖG. TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS. EKEV Akademi Dergisi. 2026;:340–356.

MLA

Ulum, Ömer Gökhan. “TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS”. EKEV Akademi Dergisi, sy 105, Mart 2026, ss. 340-56, doi:10.17753/sosekev.1793085.

Vancouver

1.Ömer Gökhan Ulum. TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS. EKEV Akademi Dergisi. 01 Mart 2026;(105):340-56. doi:10.17753/sosekev.1793085

Öz

Kelime Öğrenmede Diller Arası Geçiş: İngilizce Öğrencilerinin Kelime Bilgisi ve Hatırlama Becerileri Üzerindeki Etkisi

Öz

Anahtar Kelimeler

TRANSLANGUAGING IN VOCABULARY LEARNING: ITS IMPACT ON EFL LEARNERS’ VOCABULARY KNOWLEDGE AND RETENTION SKILLS

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster