The purpose of the current study is to investigate middle school students' self-regulation skills and vocabulary learning strategies in foreign language. The sampling of the current study consists of 990 5th, 6th, 7th and 8th grade middle school students attending state middle schools in the Mentese district of the city of Mugla, Turkey in school year 2018-2019. As the data collection tools, the Perceived Self-Regulation Scale and the Vocabulary Learning Strategies in Foreign Language Scale were used. In the analysis of the collected data, frequencies, percentages, independent-samples t-test and one-way variance analysis (ANOVA), Post-Hoc Tests (Tukey and Dunnett's C) and correlation analysis were used. The findings of the present study have revealed that the middle school students' self-regulation skills and vocabulary learning strategies in foreign language are over the medium value. The middle school students' self-regulation skills and vocabulary learning strategies in foreign language were found to vary significantly depending on gender, grade level, father-mother attitude and level of interest in English course. A medium, positive and significant correlation was found between the middle school students' total scores of self-regulation strategies and vocabulary learning strategies in foreign language.
It is a common goal to try to educate students as natural users of language, as emphasized by the studies on learning English today and the recently renewed 2017- 2018 curriculum in Turkey. In this respect, the learning of language based on four basic skills is considered to bring the importance of these skills is emerging. This study is a qualitative study that determines the teachers’ opinions on the problems they encounter in the process of teaching four basic skills. At this qualitative study in the 2017-2018 academic year, teachers were chosen by the criterion sampling method, face-to-face interviews were conducted with eight English teachers working in a city of Turkey. The research was conducted in a case study design in a holistic multi-state pattern. Semi-structured interview form was used as data collection tool. Data was analyzed by content analysis method. Teachers’ opinions on the subject were discussed according to sub-problems and comments and suggestions were made.
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