The role of learner autonomy on vocabulary learning

Abstract

Developing vocabulary is one of the important parts in foreign language learning. In other words, vocabulary is necessary not only for productive skills but also receptive skills. Thus, students have to continue vocabulary development beyond the classroom. Students have to plan, learn and monitor themselves while they are studying vocabulary. In order to achieve it, they need to be autonomous learners. Considering the effect of learner autonomy on language learning, this study aimed to identify to what extent Turkish EFL students were autonomous and how the learner autonomy affected their vocabulary learning. 26 preparatory class students participated in this study. Data were collected via learner autonomy scale, a pre-vocabulary test, a post- vocabulary test, and students’ questionnaire with 1 open-ended question. Results showed that students could be categorized as moderately autonomous as the mean values of the items were more than 3.19 (±1.021). However, learner autonomy did not statistically significantly explain the variation in vocabulary learning. Learner autonomy explained 4% of the variation in vocabulary learning, which was a very small effect on vocabulary learning. As a suggestion for further studies, an experimental study could be designed to promote learner autonomy and language learning strategies and motivation as other independent variables could be examined in terms of vocabulary learning.