Akademik Veri Yönetim Sistemi
Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, sa.22, ss.233-264, 2021 (Hakemli Dergi)
The aim of this study is to investigate the VTSs implemented by EFL
lecturers and also to identify their attitudes towards vocabulary along with the
difficulties faced by them in vocabulary teaching. In line with this aim, a mixedmethod research design was used. 170 lecturers working at twenty-five
universities participated in the study. The researchers used a questionnaire and a
semi-structured interview. The quantitative data instrument was the Vocabulary
Teaching Strategies Questionnaire. The quantitative data were analyzed by using
Statistical Package for the Social Sciences (SPSS) 23. Semi-structured interviews
were carried out with eight lecturers. The collected qualitative data were contentanalyzed. The analysis of both quantitative and qualitative data showed that the
participants applied determination strategies while teaching their students to
discover the meanings of new words. On the other hand, while teaching students
to consolidate the learned words, they used metacognitive, memory, cognitive and
social (consolidation) strategies, respectively. Additionally, it was found that the
participants experienced difficulties in vocabulary teaching, such as students’
lack of practice and repetition, students’ low proficiency levels, time limitation,
and students’ tendency to use a bilingual dictionary