LECTURERS' STRATEGY PREFERENCES, ATTITUDES, AND CHALLENGES FACED IN FOREIGN LANGUAGE VOCABULARY TEACHING

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