Grade Turkish Research Articles

An Analysis Of English 9th Grade Turkish Efl Coursebook For High School According To Critical Thinking And Problem Solving In 21st Century Principles

This study looks at how critical thinking and problem-solving abilities can be developed using Uplift Coursebook, a Ministry of National Education English Course textbook intended for English language instruction (ELT) at the ninth grade level. The study is to look into how course materials assist these abilities in a setting where problem-solving and critical thinking are becoming more and more crucial in reading skills. The document analysis method, which is a qualitative research method, was used in the process of finding and analyzing the values in the book.A checklist for reading skills that was based on the Facione Model was used to conduct the analysis. Critical thinking and problem-solving abilities were assessed in relation to the coursebook's objectives, exercises, and provided materials. The coursebook's capacity to promote student participation and its student-centered approach were also taken into consideration.Results indicate that the coursebook has a great deal of promise for fostering critical thinking and problem-solving abilities. It is said, meanwhile, that certain areas still need work and that putting the suggested tactics into practice can assist support these skills more successfully.As a conclusion, this study offers a foundation for comprehending the function of Grade 9 ELT coursebooks in fostering critical thinking and problem-solving abilities as well as pinpointing areas in which these abilities may be strengthened.

Effectiveness of the multi-component reading intervention program in supporting fluency and motivation of Turkish primary school students with learning difficulties

ABSTRACT This study aimed to evaluate the effectiveness of the Multi-Component Reading Intervention Program (MRIP) developed to support reading fluency skills and reading motivation of third and fourth grade Turkish students with learning difficulties (LD). The changing criterion design, a single-subject research method, was used in determining the effectiveness of the MRIP. Five students aged 9–10 with LD participated in the study. For all participants, reading fluency is improved through MRIP. The results of this study manifested that the MRIP was effective in improving the reading fluency performance of students with LD and the participating students could maintain their skills 1 week, 2 weeks, and 1 month after the implementation of the MRIP. Findings suggest that experts should benefit from the MRIP to improve the reading fluency skills of Turkish students with LD.

TURKISH REPUBLIC OF NORTH CYPRUS TURKISH COURSE TEACHING CURRICULUM AND REVIEW OF TURKISH COURSE BOOKS

Cyprus is one of the places in the world where the Turkish population is concentrated. Today the island is divided into two. Turkish is spoken on the Turkish Republic of Northern Cyprus (TRNC) side of Cyprus. Although TRNC has had close relations with Turkey for years and is connected to Turkey in many ways, it follows a different path from Turkey in terms of education. Contrary to popular belief, the curriculum and textbooks used in schools differ from those in Turkey. It is important to reveal the qualities of Turkish education carried out in TRNC secondary schools, to identify problems, to develop practical suggestions and thus to increase the efficiency of education and training activities in order for children living in TRNC to learn and preserve Turkish. tarting from this point, the aim of this research is to investigate the Turkish Course Curriculum and Turkish textbooks used in the Turkish Republic of Northern Cyprus. The research was limited to the seventh grade level only. The research is a qualitative research and the document analysis method was used to investigate the textbooks and curriculum. As a result of the research, it was determined what the content of the curriculum and seventh grade Turkish textbooks was, and finally, suggestions regarding Turkish textbooks and Turkish course curriculum were presented.

Breaking barriers: uniting Turkish and Greek students through eTwinning collaboration for empathy, understanding, and language anxiety relief

ABSTRACT This study explores the results of an eTwinning project involving four countries, with a focus on collaboration between students from historically distant backgrounds: Turkey and Greece. It primarily aims to foster empathy and understanding, alleviate language anxiety, and enhance foreign language competence among the participants. Using a mixed-method case study approach, data were collected primarily from 7th grade Turkish and 9th grade Greek students. The findings demonstrate notable outcomes, such as significant improvements in English language skills, effective use of ICT tools, enhanced intercultural communicative competence, and a discernible reduction in language anxiety.

Application of Innovative Keyword Analysis Methodology within the Framework of SDGs in the 8th Grade Turkish Course Textbook

This study aims to enhance the contribution of education towards achieving the 17 Sustainable Development Goals (SDGs), which the United Nations (UN) describes as an urgent call for action. Education has garnered increasing interest in this regard, and this study conducts a systematic review of literature on the integration of SDG keywords into education. The study utilizes keywords from 10 relevant studies and employs a new methodology to analyze and weigh these keywords. This results in a comprehensive and robust list of keywords. The study also assesses the level of integration of SDGs in educational materials using this methodology. Furthermore, it identifies the integration level for each SDG and highlights any gaps in integration. The study offers a broad perspective on the subject by proposing a framework to guide educational institutions in integrating the SDGs into their materials. The innovative methodology allows for a measurable assessment of the integration of SDGs in education, with potential for further development and expansion.

Examination of the Activities in the 5th Grade Turkish Course Book in Terms of Digital Competence

In this study, the activities in 5th grade Turkish textbook were examined in terms of digital competence. The case study design, one of the qualitative research designs, was used in the research. In this context, an attempt was made to reveal the adequacy of the activities in the textbook in terms of digital competence. For this purpose, a list of criteria was created by the researcher. The data was obtained through document analysis using the criteria list from the activities in this textbook. Descriptive analysis technique was used to interpret the data. As a result of the findings obtained from the analysis of the data, it was determined that examined only 10 of the 329 activities and 41 of the 128 preparatory studies were capable of measuring digital competence. Although 32 percent of the preparatory studies fill the gap of activities in terms of directing students to internet resources, it has been determined that they mostly measure the "access to information" item, while other items are measured very little or not at all. Since access to information alone will not be sufficient to gain digital competence, it has been concluded that the activities in this textbook are not sufficient in terms of digital competence.

Investigation into the Vocabulary and their Origin of the Poems in the 3rd Grade Turkish Textbooks and Workbooks

A good Turkish education is necessary in order to raise generations who can use their language correctly and effectively. This education is usually given from the Turkish textbooks of the Ministry of National Education, which are used in schools and considered as the primary source. However, the adequacy and comprehensiveness of the number of Turkish words in the textbooks is a controversial issue. In this study, it is aimed to determine the number of letters, syllables, words and different words in the poems calibrated in Turkish 3rd Grade Textbooks and workbooks by Private Publication (PP) and the Turkish 3rd Grade textbooks and workbooks prepared by Ministry of National Education Publications (MoNE) via using the document review method, which is one of the qualitative research methods, and to find the origins of the words in the poems. According to the findings obtained in the study, there are total of 719 words, 606 different words, 1770 syllables and 4278 letters in total in 13 poems in PP Turkish 3 coursebooks. 78.84% of these words are Turkish, 21.16% of which are words of foreign origin. There are 789 words, 649 different words, 1876 syllables and 4551 letters in total in 14 poems in MoNE1 Turkish 3 coursebooks. It is seen that 71.82% of these words are Turkish and 28.18% are foreign words. There are 281 words, 231 different words, 684 syllables and 1662 letters in total in 7 poems in MoNE2 Turkish 3 workbooks. It is seen that 78.76% of these words are Turkish and 21.24% are foreign words. It is assumed that the results of the research will give ideas to review the textbooks and to develop different techniques in vocabulary teaching.

Compatibility of 4th Grade Turkish Coursebook with International Pirls Applications in Terms of Reading Text Types and Comprehension Questions

Compatibility of 4th Grade Turkish Coursebook with International Pirls Applications in Terms of Reading Text Types and Comprehension Questions

The Effect of Creative Writing Approach on Students' Writing Attitudes and Writing Skills in 6th Grade Turkish Lesson

Bu araştırma, 6. sınıf Türkçe dersinde yaratıcı yazma yaklaşımının öğrencilerin yazmaya yönelik tutumlarına ve yazma becerilerine etkisini tespit etmek amacıyla yapılmıştır. Araştırma 2021-2022 eğitim-öğretim yılı 2. Dönem içerisinde Mardin ili Artuklu ilçesine bağlı bir ortaokulun 6. Sınıfında okuyan 20 öğrenciyle yürütülmüştür. Araştırmada veri toplama aracı olarak yarı deneysel yöntemle tek grup ön test/son test modeli uygulanmıştır. Etkinlikler haftada iki saat olmak üzere 8 hafta boyunca toplam 16 saat uygulanmıştır. Araştırmada veri toplama aracı olarak deneysel işlem öncesinde ve sonrasında yazmaya yönelik tutum ölçeği kullanılmıştır. Deneysel çalışma boyunca yaratıcı yazma etkinlik yaprakları kullanılmıştır. Veri toplama araçları çalışma grubunda ön test ve son test olarak uygulanmıştır. Çalışma kapsamında nicel verilerin analizinde SPSS 22.0 istatistik paket programı kullanılmıştır. Araştırma boyunca uygulanan yaratıcı yazma çalışmaları, betimsel analiz yöntemiyle analiz edilmiştir. Araştırmada şu sonuçlara ulaşılmıştır: 
 • Yaratıcı yazma çalışmalarının neticesinde elde edilen son test puanları ön test puanlarına göre yüksek çıkmıştır. Çalışma grubunun ön test ve son test puanları eşleştirilmiş t-testi analizi uygulanarak karşılaştırılmış ve ön test ve son test puanları arasında anlamlı bir farklılık olduğu bulunmuştur. Buna göre Türkçe derslerinde uygulanan yaratıcı yazma uygulamalarının öğrencilerin yazma tutum ve becerilerinde anlamlı bir artışa neden olduğu tespit edilmiştir (p

Comparison of the Texts in 8th Grade Turkish Textbooks Taught in Turkey and the Turkish Republic of Northern Cyprus (TRNC) in Terms of Rooted Vocabulary Elements

Bu çalışmanın amacı, Türkiye’de ve Kuzey Kıbrıs Türk Cumhuriyeti (KKTC)’nde okutulan 8. sınıf Türkçe ders kitaplarındaki okuma metinlerinde yer alan kalıplaşmış söz varlığı unsurlarını tespit etmek ve ders kitaplarını bu yönden karşılaştırmaktır. Bu çalışma nitel veri yöntemine göre yapılandırılmış, veriler doküman incelemesi yoluyla toplanmıştır. Çalışmanın materyalini, 2022-2023 Eğitim Öğretim Yılı’nda Türkiye’de ve KKTC’de okutulan 8. sınıf Türkçe ders kitapları oluşturmaktadır. Söz konusu ders kitaplarında yer alan 53 okuma metnindeki kalıplaşmış söz varlığı unsurları tespit edilmiş ve kitaplar bu yönden karşılaştırılmıştır. Kalıplaşmış söz varlığı unsurları olarak atasözleri, deyimler, ikilemeler ve kalıplaşmış sözler ele alınmıştır. Çalışmada elde edilen veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Çalışmanın sonucunda Türkiye’deki 8. sınıf Türkçe ders kitabında kalıplaşmış söz varlığı unsurlarının en çok hikâye edici metinlerde, KKTC’deki 8. sınıf Türkçe ders kitaplarında kalıplaşmış söz varlığı unsurlarının ise en çok bilgilendirici metinlerde olduğu görülmüştür. Kalıplaşmış söz varlığı unsurlarından en çok deyimlerin en az ise atasözlerinin kullanıldığı tespit edilmiştir. Çalışmanın sonunda çeşitli önerilere yer verilmiştir.

Levels of Readability of the Texts in the 7th Grade Turkish Textbook

The texts in the textbooks are one of the basic materials in terms of conveying elements such as achievement, value, and competence in the curriculum. The fact that the texts are suitable for the level of the students helps the students understand and analyze the text better. In this study, it is aimed at determining the readability levels of the texts in the 7th grade textbook and revealing their suitability for the students. In the study, the case design from the qualitative research method was preferred. The materials have been subjected to the subtractive readability process. The obtained data were analyzed by descriptive analysis. At the end of the study, it was determined that the level of the texts was at the level of anxiety; there was a differentiation between the readability scores according to the branches, and there were differences in the readability levels of the texts according to the gender variable. In this context, it is predicted that it will be more beneficial in terms of educational activities to be more careful while selecting or preparing texts for textbooks and to prefer texts according to the level of students.

A History Lesson Designed with the Digital Storytelling Method: Kara Fatma Example

Due to the reflections of the changes and developments in science and technology in the field of education, students need educational opportunities that can meet their changing learning needs. Based on this need, the main purpose of this study is to evaluate the digital storytelling process in history teaching and the contribution of this method to history teaching through the views of students. To achieve this goal, a history lesson about “Kara Fatma”, one of the heroines of the National Struggle in the 12th Grade Turkish Republic History of Revolution and Kemalism course, was designed using the digital storytelling method. A seven-week-long study was planned. The qualitative research method was used in the study. The study group consisted of 15 volunteer 12th-grade students. A semi-structured interview form was used to determine the evaluations of the students about the digital storytelling process, and a checklist was employed to evaluate students’ digital stories. The study data were analyzed with content analysis. As a result, it was found that students only used internet sources during the evidence search process, their knowledge of history was enriched with digital storytelling, and that they had difficulty eliciting material for their stories from a huge stack of information. It was concluded that this application contributed to making history lessons fun and could contribute to the presentation of brief and concise, but not long and boring, information and the use of critical thinking skills in lessons. Thus, it has been understood that digital storytelling may contribute to the development of historical literacy in students.

Comparison of the 6th Grade Turkish Textbooks in Terms of Thematic Vocabulary Belonging to the Theme of National Culture

Türkçe dersi öğretim programı hazırlanırken benimsenen tematik yaklaşım beraberinde tematik sözcük öğretimini de getirmiştir. Tematik sözcük öğretimi öğrencilerin aynı tema etrafında birleşen sözcükleri beraber öğrenmelerine, sözcükler arasında ilişki kurmalarına yardımcı olmaktadır. Bu durumda Türkçe ders kitapları, tematik sözcük öğretimi açısından önemli hâle gelmektedir. Farklı yayınevleri tarafından hazırlanan kitaplarda aynı tema içinde yer alan tematik söz varlığının kitaplar arasında büyük oranda benzerlik göstermesi gerektiği düşünülmektedir. Bu çalışmanın amacı 6. sınıf Türkçe ders kitaplarını “Millî Kültürümüz” temasına ait tematik söz varlığı açısından karşılaştırmaktır. Bu amaçla 6. sınıf Türkçe ders kitaplarına ait Millî Kültürümüz temasının metinleri incelenmiştir. Nitel araştırma desenine göre tasarlanan çalışmanın verileri doküman analizi yöntemi ile toplanmıştır. Elde edilen verilerin içerik analizinde sıklık programından yararlanılmış, kullanım sıklığı yüksek olan söz varlığı unsurları tespit edilerek belirlenen alt temalara göre sınıflandırılmış, yüzde ve frekans tabloları çıkarılmıştır. Araştırmanın sonucunda, MEB Yayınları (A) Türkçe ders kitabının Millî Kültürümüz temasında yer alan metinlerin daha fazla söz varlığı ve sözcük çeşitliliği içerdiği, MEB Yayınları (B) Türkçe ders kitabı metinlerinin en çok tematik sözcük barındıran kitap olduğu, MEB Yayınları (A) Türkçe ders kitabında Millî Kültürümüz temasına ait tematik sözcüklerin dağılımının diğer ders kitaplarına göre daha dengeli olduğu, genel söz varlığıyla en uyumlu kitabın Ekoyay ders kitabı olduğu ve her üç kitapta en sık kullanılan sözcükler bakımından oluşan ortaklığın düşük oranda olduğu tespit edilmiştir.

An Analysis of Vocabulary Teaching Activities in the Fifth Grade Turkish Courses

Bu çalışmanın amacı, 5. sınıf Türkçe ders kitabındaki etkinliklerin sözcük öğretimi açısından incelenmesidir. Bu amaçla, sözcük öğretimi etkinliklerinin temalara dağılım durumu, sözcük öğretimi etkinliklerinin söz varlığı açısından ne durumda olduğu, sözcük öğretimi etkinliklerinde kullanılan yöntem ve tekniklerin neler olduğu incelenmektedir. Aynı zamanda sözcük öğretimi etkinliklerinin 2019 Öğretim Programı’nda dört temel dil becerisine yönelik kazanımları yansıtıp yansıtmadığı incelenmiştir. Çalışmada nitel araştırma yöntemi, durum deseni tercih edilmiştir. Verilerin analizinde doküman analizi kullanılmıştır. Çalışmada verilere temalara ayrılmış olup kod ve kategoriler ile gösterilmiştir. Yapılan inceleme, 2019-2020 Eğitim Öğretim yılından itibaren 5 yıl boyunca kullanılmış olan, Anıttepe Yayınevi tarafından yayınlanan, 5. sınıf Türkçe ders kitabında yer alan etkinliklerle sınırlandırılmıştır. Çalışma sonunda elde edilen verilerin incelenmesi sonucunda, sözcük öğretimi etkinliklerinde zorunlu temalara ağırlık verilmediği, sözcük öğretimi ile ilgili temalar arası eşit bir dağılımın olmadığı, konuşma ve dinleme becerilerine yönelik etkinliklerin yeterli olmadığı, özellikle atasözlerinin daha az sıklıkta kullanıldığı görülmektedir. Çalışmada, bu konuya ilişkin ulaşılan sonuçlar ışığında çeşitli önerilerde bulunulmuştur.

Mathematical Language in Third Grade Turkish Course Reading Texts

Araştırmanın amacı; matematiksel dil açısından üçüncü sınıf Türkçe dersi okuma metinlerinin incelenmesidir. Araştırma nitel araştırma deseninde doküman incelemesi ile gerçekleştirilmiştir. Araştırmanın veri kaynakları; Millî Eğitim Bakanlığı (MEB) tarafından 2022-2023 eğitim-öğretim yılı için önerilen Millî Eğitim Bakanlığı Yayını ve Gizem Yayıncılık’a ait üçüncü sınıf Türkçe ders kitaplarıdır. Ders kitaplarından 16 metin (sekiz hikâye edici ve sekiz bilgilendirici) seçilmiştir. Metinler, matematik dersi öğretim programı öğrenme alanlarındaki (sayılar ve işlemler, geometri, ölçme ve veri işleme) matematiksel dil ifadelerine göre incelenmiştir. Araştırma sonucunda, incelenen metinlerde veri işleme haricinde sayılar ve işlemler, geometri ve ölçme öğrenme alanlarında matematiksel ifadelerin kullanıldığı saptanmıştır. Hikâye edici metinlerde (her iki yayınevinde) en çok ölçme; bilgilendirici metinlerde MEB Yayını ders kitabında en çok sayılar ve işlemler ve Gizem Yayıncılık ders kitabında en çok ölçme öğrenme alanına ilişkin matematiksel dil ifadelerine yer verilmiştir. Her iki kitapta matematiksel dil kullanımı hikâye edici metinlerde bilgilendirici metinlere kıyasla daha fazladır.

Evaluation of The Texts in the Fifth Grade Turkish Textbook in Terms of Root Values

The aim of this study is to examine the texts in the fifth grade Turkish textbook in terms of root values in the 2019 Turkish Language Teaching Program. Basic qualitative design, one of the qualitative research methods, was used in the study. The object of the study is the fifth grade Turkish textbook of the Secondary School and Imam Hatip Secondary School prepared by Anıttepe Publishing, which was used as a Turkish textbook at the fifth grade level of secondary school in the 2022-2023 academic year. Research data were obtained through document analysis. Within the scope of the research, 40 reading, listening and free reading texts under 8 units in the fifth grade Turkish textbook were analyzed in terms of ten root values. In these evaluations, the sub-values related to the ten root values were taken as criteria. As a result of the research, the texts in the fifth grade Turkish textbook were related to the ten root values in 173 places in total. It was concluded that the most used values in the textbook are responsibility, self-control, patriotism and love, while the least used values are justice and honesty. When the units in the textbook were examined in relation to the values, it was found that the root values were mostly used in the units of Our National Culture, Virtues, Individual and Society; and least in the units of Health and Sports, Science and Technology, Nature and the Universe. As a result of the research, it was determined that the root values were not homogeneously distributed in the units and texts in the fifth grade Turkish textbook.

The Impact of Augmented Reality Applications on the Primary School 2nd Grade Students’ Idioms Learning Levels

This study investigated the impact of augmented reality applications on improving the idioms learning levels of primary school 2nd grade students. The participants of the study were 29 students in the experimental and control groups studying in the second grade of a primary school in Eskişehir. In the experimental group, the idioms were taught with augmented reality applications. The experimental group implementation lasted for two weeks, and ten idioms that were mentioned in the 2nd grade Turkish course book under the theme of "Health, Sports and Play" were examined respectively. Data collection tools such as; "Idioms-Matching Form", "Idioms-Filling the Blank Form", "Idioms-Sentence Forming Form" developed by the researchers were used in the study. In the study, static group pre-test-post-test design, which is one of the pre-experimental designs, was used. The data obtained were analyzed with the statistical package program and it was found that there was a statistically significant difference between the groups in favor of the experimental group. In addition, the responses given to the Idioms-Sentence Forming Form were evaluated by content analysis method in order to demonstrate the change in the students' learning levels of idioms and support the research result. Based on these findings, it can be said that augmented reality applications are effective in improving the idioms learning levels of primary school 2nd grade students. The impact of augmented reality applications on other components of the vocabulary can also be determined.

A Taxonomic Analysis of the Questions Prepared by Prospective Primary Teachers for Primary School Mathematics and Turkish Language Courses

The aim of this study is to investigate the cognitive process dimension of the revised Bloom’s taxonomy in the question preparation of prospective primary school teachers in fourth grade Turkish and mathematics courses. This research is a descriptive study carried out following the survey model, one of the quantitative research methods. The study group consisted of 85 prospective teachers in their final year of the undergraduate programme in primary education at a state and foundation university in Turkey. The data were obtained through questions prepared by the prospective teachers through question preparation forms on Turkish and mathematics courses. These data were analyzed using the descriptive analysis method. The study concluded that the majority of questions prepared by prospective primary teachers in both courses were in the lower levels of the cognitive process dimension of revised Bloom’s Taxonomy (remember, understand and apply). It was found that the questions in the Turkish language course were mostly prepared in the remember and understand dimensions and in the mathematics course were mostly prepared in the apply and understand dimensions. In light of these results, it can be suggested that the preparation of high-level questions in terms of the revised Bloom’s taxonomy should be included more in undergraduate education.

DEVELOPING THE READING COMPREHENSION SKILLS OF A STUDENT WITH A SPECIFIC LEARNING DISABILITY THROUGH THE PREDICT-ORGANIZE-SEARCH-SUMMARIZE- EVALUATE (POSSE) READING COMPREHENSION STRATEGY

This study aims to investigate the effectiveness of the Predict-Organize-Search-Summarize-Evaluate (POSSE) reading comprehension strategy in developing the reading comprehension skills of a fourth grader diagnosed with learning diffculty. It was conducted with a student who had learning and reading comprehension difficulties in a primary school in the Western Black Sea region. The data for the study were collected in action research design. They were collected from narrative texts used in primary school grade 1, 2, 3 and 4 Turkish course textbooks, materials and activities designed in accordance with the Prediction-Examination-Summation Organization-Evaluation (POSSE) strategy, using schematic organizers and audio-video recordings. The reading level of the student was determined with a pretest using narrative texts in the 1st grade Turkish textbook. Following the 36-hour pilot trial in which 12 narrative texts were used, 59 main implementations extending over 165 hours were carried out with 40 narrative texts from grade 2, 3 and 4 Turkish textbooks. In the final stage, a posttest was carried out using the narrative texts in grade 2, 3 and 4 Turkish textbooks. The data collected in the study were analyzed with the help of the wrong analysis inventory by Haris and Sipay (1990), Ekwall and Shanker (1988) and May (1986), which had been adapted to Turkish by Akyol (2016). The results suggested that the student’s reading and reading comprehension levels increased from the level of frustrating to the level of independent reading, showing that the Prediction-Examination-Summary Organizing-Evaluation (POSSE) reading comprehension strategy was effective in improving the reading comprehension skills of the student with learning difficulty.

Examining the Fourth Grade Turkish Textbook and Classroom Teachers’ In-class Practices in Vocabulary Teaching

This study was conducted to identify the activities aimed at improving vocabulary included
 in the fourth grade Turkish course and textbook, the opinions of classroom teachers in this
 regard, the strategies, practices and activities they used for this purpose, and the time they
 spent on this in the teaching-learning process. The research was carried out as a case study,
 one of the qualitative research designs. In the data collection process of this study, an
 activity identification table was used for examining the Turkish textbook, a structured
 observation form was used for classroom observations, and a semi-structured interview
 form was used for interviews with the participants. Descriptive analysis and content
 analysis techniques were used for data analysis. As a result of the study, it was determined
 that the distribution of activities in the textbook, which is acknowledged as one of the
 important tools for supporting the development of vocabulary, varied depending on basic
 language skills. It was concluded that in the Turkish course teaching process, teachers
 included 14 different activities related to vocabulary instruction, using 19 different
 methods, techniques and strategies, in line with the textbook. The results obtained from the
 observations and interviews revealed that teachers did not have adequate knowledge about
 the methods, techniques and strategies that they used to improve vocabulary, and that
 therefore, they were unable to appropriately use the implementation steps required for the
 strategies.