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Employing a sequential explanatory mixed-method design, the quantitative phase uses a quasi-experimental pretest-posttest control group model with three groups (two experimental, one control) and 76 seventh-grade students. 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The research was designed according |\n| Accepted: October 15, 2022 | to the sequential explanatory mixed-method design, in which quantitative and qualitative |\n| Published: October 31, 2022\u003Cbr>Volume: 10 Issue: 4 | methods were used together. A quasi-experimental model with a pretest-posttest control group was used in the quantitative phase. The study group of the quantitative stage consisted of 76 |\n|  | seventh-grade students in two experimental and one control group. The target words were taught according to the vocabulary instruction integrated with writing exercise in group A, enriched vocabulary instruction in group B, and traditional vocabulary instruction in the control group. |\n| Conflicts of interest: None |  |\n| Funding: None | In the qualitative phase, the participants were interviewed to determine to what extent they |\n| Publication Note: This study is | had learned the target words in terms of meaning and use. For this, three students from each |\n| adapted from the corresponding | group were selected and these students were interviewed about specific target words during the |\n| author’s PhD dissertation. The | intervention. In addition, at the end of the intervention, the opinions of the students and their |\n| dissertation is available in | teacher in group A were elicited. Quantitative and qualitative findings revealed that vocabulary |\n| Turkish at [https://tez.yok.gov.tr](https://tez.yok.gov.tr) | instruction integrated with writing exercises contributed to students’ better learning of target words, the permanence of their learning, and the development of word awareness.\u003Cbr>Key words: Vocabulary, Vocabulary Instruction, Writing, Word Awareness |\n|  |  |\n\nINTRODUCTION  \nVocabulary is an essential requirement for language and literacy skills. The results of the research (Baker et al., 1998; Bilge & Kalenderoğlu, 2022; NRP, 2000; Stahl & Fairbanks, 1986) reveal the existence of a strong relationship between vocabulary and reading comprehension. In addition, in some research (Cunningham & Stanovich, 1997; Scarborough, 2002), it has been determined that vocabulary in early periods is an essential predictor of reading success in later periods. Similarly, a situation can be mentioned between students’ vocabulary and their success in listening comprehension (Stæhr, 2009). Vocabulary is also an essential factor in writing and speaking performance (Muallimoğlu, 2016; Olinghouse & Wilson, 2013) .  \nBecause of the importance of vocabulary, vocabulary instruction is an inseparable and indispensable part of language education. Although its weight varies according to the period and approaches, it is a subject considered in language education research and practice (Beck & McKeown, 1991; Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006) . Oneof the common approaches from past to present is traditional vocabulary instruction. This approach is mainly based on definitional knowledge (Nagy & Scott, 2000); words are  \ngiven from a list or text, defined, looked up in the dictionary, memorized, and used in a sentence. Research shows that instruction based on definitional knowledge of words is not effective enough in teaching the meaning and usage characteristics of words. On the other hand, it shows that giving de","cbCaieu3poDH3apa","https://ap.wps.com/l/cbCaieu3poDH3apa","pdf",296002,"English","# Introduction\n## Vocabulary and reading comprehension\n## Traditional vocabulary instruction and limitations\n## Need for comprehensive vocabulary instruction\n## Challenges in L1 vocabulary instruction in Turkey","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to determine how vocabulary instruction integrated with writing exercises affects word learning, retention, and awareness.\"},{\"question\":\"How was the research designed and what methods were used?\",\"answer\":\"It uses a sequential explanatory mixed-method design, combining quantitative quasi-experimental pretest-posttest control group methods with qualitative interviews.\"},{\"question\":\"How were students grouped and how were target words taught?\",\"answer\":\"Students were assigned to two experimental groups and one control group. Group A received vocabulary instruction integrated with writing exercises, Group B received enriched vocabulary instruction, and the control group received traditional vocabulary instruction.\"}]","Effect of Vocabulary Instruction Integrated with Writing Exercises on Word Learning, Retention, and Awareness - Article | PDF",1790644513,25]