firstname.lastname@example.org, Uludag University
Besides the importance of vocabulary learning strategies and styles in foreign language education, the methods and approaches to vocabulary learning need to be reconsidered in order to refine the process for the sake of our students. The present study aims at investigating the rate of vocabulary retention acquired through teacher-active (Ta) and student-active (Sa) approaches. While the students in the Ta group studied the words by doing the exercises that were prepared by the instructor, the students in the Sa group prepared exercises which included the target words, with the purpose of teaching them to their students in the future. Forty-eight words from the Academic Words List were elicited and adopted in the processes of the study. Participants were second year university students (N=40) in the ELT Department at Uludag University. Vocabulary knowledge tests (pre-test, post-test, and delayed post-test) were applied to reveal the initial vocabulary knowledge, vocabulary knowledge after treatment sessions, and vocabulary retention, respectively. Results showed that although there was not a significant difference between the Ta and Sa groups related to the learnt vocabulary number after the treatment, the delayed post-test indicated superior retention in favour of the student-active group. The study ends with suggestions that teacher and student roles in the educational procedures should be revised, and that students would benefit from being given more individual autonomy, and opportunities to undertake more responsibility during their education.
autonomous learning, vocabulary retention, teacher-active, student-active, academic vocabulary