This study delves into the impact of etymological instruction on the receptive and productive vocabulary learning of adult English as a Foreign Language (EFL) learners in Turkey. Etymology, the study of word origins and historical development, has often been overlooked in language instruction, particularly in EFL contexts. This research investigates whether incorporating etymological insights into vocabulary instruction can enhance adult learners' ability to both understand and use English vocabulary. A mixed-methods approach, including pre-and post-tests, surveys, and qualitative interviews, was employed to evaluate the effectiveness of etymological instruction. The findings reveal significant improvements in both receptive and productive vocabulary skills, shedding light on the pedagogical potential of etymology in EFL contexts.

Etymological instruction, Vocabulary learning, Adult EFL learners

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