Language learner perspectives on the functionality and use of electronic language dictionaries

Abstract

This paper investigates the extent of electronic dictionary use by language learners in an Australian university. All students in the study are formally enrolled in language courses across ten languages at first, second or third year level. The study places a particular emphasis on gauging student perceptions of the beneficial aspects of electronic dictionaries as judged by learners themselves in circumstances where they are able to act independently. As these benefits are often described in terms of usability and functionality, these particular terms are defined and introduced in the literature review, and then later they are employed to help structure and describe the results.The arguments for the discussion are supported by the use of empirical data taken from a largescale survey conducted in 2011 (n = 587) where comments from students were obtained on why and how dictionary-type resources were accessed and used (see also Steel & Levy, 2013). The paper restricts itself to the quantitative and qualitative data gathered on mobile phones, translators, dictionaries and web conjugators and related items (e.g. discussion forums). The particular functions that students use and the ways in which they use them are described and categorised, with the discussion supported by student comments.The data exhibits a remarkable range of resources available to students to look up unknown words or to see translations and, consequently, our understanding of what exactly an electronic dictionary might comprise is challenged. Many students' comments demonstrate a sophistication and knowledge about the effective use of these dictionary tools together with a keen awareness of their limitations.

The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience

“…This study was conducted with just eight subjects, a small sample which is not typical of many quantitative studies; Hamel's study using video capture was conducted with just six participants. Quantitative studies are not necessarily large scale, and qualitative studies not necessarily small (e.g., qualitative component of Levy & Steel, 2015). Hamel's study was also conducted in controlled laboratory setting conditions without time constraints on the dictionary tasks (p. 346).…”

“…In the qualitative data drawn from a large-scale survey, and through the responses to the open questions, Levy and Steel (2015) report on what 587 students say they do when using electronic dictionaries. This reportage does not necessarily reflect what students actually do, nor how the associated processes may or may not contribute to language learning (in a measurable way).…”

Dictionaries for learners of English

“…A recent study (Levy & Steel 2015) suggests that (digital) dictionaries are still the single most valued tool for additional language learners. Dictionaries support learner autonomy, substituting for the human teacher in addressing 'local' lexical problems.…”

Strategies to support foreign language learning in large classes: a systematic literature review

“…The downside of this method is that it needs an internet connection; so, it might be not appropriate the techniques used in countries where internet connection is not widely available or even expensive for students. Still, on helping students to get better in their FL learning in large classes, Levy and Steel (2015) stated that using an electronic dictionary where it is available almost everywhere these days by using mobile devices that almost everyone has, will help the students to gain understandings and comprehensibility much faster and easier. Milutinovic (2013) has developed a portable language learning system that can be downloaded and accessed through the internet and mobile devices.…”