The Use of Electronic Dictionaries in EFL Classroom

Today’s dictionaries have more information and are easier to access and to understand than ever before. And, with the advent of electronic formats, space is no longer the problem it was. Electronic dictionaries have become more and more attractive, accepted and popular to EFL learners at different levels, using electronic dictionaries in EFL classroom has gradually become an alternative to many. As for teachers, helping students tap into electronic dictionaries effectively is one of the best ways to help them become independent, lifelong language learners. In this essay, the functionality of electronic dictionaries and reasons why they are popular in EFL class will be introduced. Also, some of the current issues related to the integration of electronic dictionaries into EFL instruction and learning will be identified and discussed. The author’s views towards this topic will be presented as well, based on the observation and reflection of using electronic dictionaries in EFL classes at a Chinese university

Vietnamese EFL Students’ Habits of Using Dictionaries in Translation Practice in ESP Courses

Doing translation tasks, especially in English-for-Specific-Purposes (ESP) courses, is probably demanding and challenging, which requires students’ utilization of dictionaries and other tools. Thus, this study was conducted to investigate Vietnamese English-as-a-Foreign-Language (EFL) students’ habits of dictionary consultation in ESP translation. The data were collected during a three-week period among 75 third-year EFL students from three classes at University of Languages and International Studies (ULIS), Vietnam National University (VNU) by a combination of quantitative and qualitative methods (i.e. survey questionnaires with a combination of close-ended and open-ended questions). The research highlighted the students’ positive attitudes towards dictionary use together with a high level of its frequency in translating ESP texts, their definite preference for dictionary applications for mobile phones and bilingual dictionaries as well as their prioritized lookups such as equivalents, examples, equivalent usage, and word definitions. In addition, it revealed that the students were confident in their capability of exploiting the dictionaries in ESP translation and thus had little desire for teachers’ assistance and guidance

English Dictionary Ownership and Usage among the Acehnese Students in Malaysian University

In academic, students, teacher and researcher may need English dictionary as an urge to comprehend English literature. This study is conducted mainly to find out what kind of the most used dictionary by student and what aspect do they learn about from an English dictionary. The result of this study verifies the conclusion of Jian, et al. (2009), Kobayashi (2008), Bower & Mcmillan (2006), Perry (2003) and Tang (1997) studies about the preference of electronic dictionary in student of Kanda University, Japan. On the other hand it is confirming the declaration of the studies of Al- Khub (2001) and Diab & Hamdan (1999) that students use the dictionary more to find the meaning of specific word. Besides, they prefer to use new technology where they not only can find the meaning, but also syntax, pronunciation etc on just finger tips (Vivian & Barnes, 2010) And Aceh students (the respondents) as the scholars in UPSI use dictionary regularly and every one of them have at least one kind of dictionary. It can be concluded that they are ready to adopt English as their secondary language and can progress towards excellence by understand English literature of respective subject. Keywords: English Dictionary Ownership, English Dictionary Ownership, Aceh, Acehnese Students, Malaysian University

A Study of Dictionary Use by Saudi EFL Students at Qassim University

Dictionaries are an indispensable tool for learning a foreign language in general. Dictionaries provide students with valuable information in all aspects of language. They include phonological, morphological, syntactical and semantic information in addition to etymological and usage information. Unfortunately, there is currently a paucity of research on dictionary use by EFL learners and very little is known about the behavior and preferences of dictionary users and the complex operation involved in a dictionary consultation. The main objective of this study is to identify types of dictionaries used by Saudi students, the frequency of dictionary use, and the lexical information examined while using a dictionary. Two data-collection instruments were used in this study, namely a questionnaires and interviews. The results of the questionnaire show that Saudi students do not take full advantage of the different dictionaries available, and that they are not trained on how to make full use of the dictionaries. For example, most of them pay attention only to the definition or meaning of a word while neglecting the pragmatic aspect of the word, collocations as well as word formation knowledge. Results also indicated the superiority of the e-dictionary over the other types of dictionaries. Another more important finding was that participants favored bilingual dictionaries over monolingual dictionaries particularly when finding meaning of unknown words. Other information such as pronunciation, usage, and examples was of secondary importance. The final conclusion reached reported some difficulties that the students face when they use dictionaries. The results suggest that failure to locate the right entry is a common problem among Saudi EFL students. The implications of these and other findings are discussed and suggestions made regarding the importance of teaching dictionary skills in educational settings

The role of electronic dictionaries in language acquisition, translation and intercultural communication

Electronic dictionaries are gaining in popularity with an increasing number of L2 learners and the development of technologies that makes it possible to develop new lexicographical on-line and offline products meeting the demands of L1 and L2 students, lexicologists, translators, etc. The paper also examines the types of electronic dictionaries and the effects of dictionary use on vocabulary acquisition under electronic dictionary conditions and the role of dictionary format in the retention of meaning and collocationsyesБелгородский госуниверсите

From computer assisted language learning (CALL) to mobile assisted language use

This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to which they believe that their L2-based activity helps consciously and/or unconsciously with their language learning, practice, and acquisition. We argue that these data, combined with other recent trends in the field, suggest a need to move from CALL towards a more accurate acronym: mobile assisted language use (MALU). We conclude with a definition of MALU together with a brief discussion of a potential alignment of MALU with the notion of the digital resident and a newly emerging educational theory of connectivism

The Practicality of Google Dictionary for Vocabulary Retention among EFL Undergraduate Students

The present study has been designed to investigate the practicality of Google Dictionary which is part of online dictionaries provided by technology today for vocabulary retention of EFL undergraduate students. Compared to the traditional dictionary (paper-based dictionary), the use of Google Dictionary is much more practical which is easier and faster to search the meaning of unfamiliar words. Hence, to see whether the Google Dictionary is practical for vocabulary retention as well, this study attempts to compare both types of dictionary in helping students to retain new vocabulary. The study employs the post-test only control group design, in which two groups studying ‘Vocabulary and Pronunciation I’, one in traditional setting that used Paper Dictionary (control group) and the other (experimental) used Google Dictionary to find the ten target words meaning. The participants were 55 English language learners whose native language is Indonesian language. They were asked to use the dictionary to finish the reading task and then were asked to answer the vocabulary tests immediately after the reading and also one week later or delaayed test. The results indicate that althought the Google Dictionary group quickly finish the reading task because of its practicality, it is not effective to help students to retain new vocabulary. On the other hand, spending more time working with Paper Dictionary seems to help students retain target words better. Therefore, the practicality function of Google Dictionary is not applicable when it comes to help participants in this study for vocabulary retention

Electronic and Student-created Dictionaries for Enhancing EFL Pronunciation and Vocabulary Usage

The aim of this research is to investigate the effect of using electronic dictionaries combined with student-created dictionaries on English major students' pronunciation and vocabulary usage. Students' perceptions of this learning experience are also examined. The study combines both quantitative and qualitative research methodologies. Tests for pronunciation and vocabulary usage were designed and administered to73 English major students at Jouf University, KSA. Two questionnaires were designed to investigate students' perceptions. Results of the study revealed that the usage of electronic and student-created dictionaries improved students' pronunciation as well as their vocabulary usage abilities. Results also revealed that participants are willing to use both electronic and student-created dictionaries in vocabulary learning. The most frequent perceived benefits of electronic dictionaries are the speed of accessing the meaning of new vocabulary and getting clear correct pronunciation of them. The most frequent perceived benefits of student-created dictionaries are long retention and internalization of new vocabulary. Participants face some difficulties when using electronic dictionaries such as the inability to find accurate meaning of some vocabulary items and some technical problems. Participants face some difficulties with their student-created dictionaries such as difficulty in constructing illustrative sentences and time-consumption. The study recommends the incorporation of electronic and student-created dictionaries in vocabulary learning

Information and communication technologies in conference interpreting

New technologies, more specifically, Information and Communication Technologies (ICTs), are today indispensable in all professions. It is undeniable, however, that some professions have been affected to a greater extent than others. This study describes ICTs used in conference interpreting, in both professional and educational settings. It also records the interpreters' and interpreter trainers' perceptions of ICTs, especially in terms of improving the quality of their performance and their professionalism. The data has been collected through two global surveys, both conducted mainly through questionnaires and personal interviews, and triangulated with in situ observations. As to the results of the research, it was found that variation in use was not always due to generational or regional differences as had been expected. Conference interpreter trainers, on their part, are identifying different ways to overcome budgetary restrictions to allow students to learn about ICTs in order to better prepare them for the labor market.Las nuevas tecnologías, especialmente las Tecnologías de la Información y la Comunicación (TICs), son actualmente un componente indispensable de todas las profesiones. Sin embargo, es innegable que hay profesiones que han resultado más beneficiadas por las TICs que otras. La presente investigación describe las TICs utilizadas en la interpretación de conferencias, tanto en el ámbito profesional como en el formativo. Registra asimismo la percepción y actitud de los intérpretes y de los formadores de intérpretes de conferencia hacia las TICs, en cuanto a mejorar la calidad de su desempeño y su profesionalismo. Para recoger la información, se llevaron a cabo dos encuestas a nivel global por medio de cuestionarios, complementadas con una serie de entrevistas y observaciones.En cuanto a los resultados de la investigación, se encontró que la variación en el uso no era siempre resultado de diferencias generacionales o regionales. Los formadores de intérpretes de conferencia, por su parte, están encontrando nuevas formas de superar las restricciones presupuestales para que sus estudiantes aprendan sobre el uso de las TICs, con el objeto de prepararlos mejor para su inserción en el mercado laboral

Jordanian EFL Teachers’ Attitudes towards Dictionaries and their Use in EFL Classrooms

The present study is an attempt to investigate EFL university teachers' attitudes about the importance of the dictionary as an effective learning tool. It also aims at identifying the type of dictionaries preferred by teachers and the types of skills that EFL learners can be improved by the use of the dictionary. Forty EFL teachers responded to a written questionnaire, which included 22 statements. The findings generally revealed that participants do have positive attitudes towards the dictionary as a learning aid. Moreover, the findings revealed that electronic dictionaries are preferred over paper-based ones. However, contrary to our expectations, the findings revealed that although EFL university teachers appreciate the importance of the dictionary, they do not pass this positivity to their students and that they believe using a dictionary is the students' responsibility. The study concluded that by incorporating dictionary usage into classroom practice regularly, EFL teachers will raise their students' awareness of the type of information they can find in the dictionary, how they can use it to serve academic purposes, and become more autonomous learners. Keywords: Communication, dictionary, EFL teachers, pedagogy. DOI: 10.7176/JEP/11-26-07 Publication date:September 30th 202