Developing a Scale for Vocabulary Learning Strategies in Foreign Languages

Abstract

The aim of this study is to develop a vocabulary learning strategy scale in a foreign language. The Scale development process consisted of three stages: a) writing the items related to vocabulary learning strategies based on Oxford's (1990) sub-dimensions of "Language Learning Strategies Scale" b) editing the items in accordance with expert opinions and implementing the pilot study, c) implementing the scale to the students (N = 923), and establishing the validity and reliability studies. Firstly, exploratory factor analysis was conducted on the data collected. According to the results of the analysis, a total of 32 items were determined in six dimensions: memory, cognitive, compensation, meta-cognitive, affective and social strategies. Total variance explained was found to be 41.02% and the confirmatory factor analysis was carried out on the data within the scope of validity of the scale. Fit indices (chi 2/df = 2.36, RMSEA = .052, CFI = .96, SRMR = .054) revealed that the model fits the data. Within the framework of reliability studies, Cronbach's alpha reliability of the scale was .89 and for the subscales: memory = .74, cognitive = .67, compensation = .71, meta-cognitive= .72, affective = .64, social = .62. These results prove that the vocabulary learning strategies scale is valid and reliable. With the help of this scale, teachers will be able to determine the strategies their students should use and design their teaching-learning activities accordingly. In addition, this scale is accurate enough for teachers of foreign languages to use in teaching strategies as a guide.