Learner's dictionaries are important resources that promote language learning for students. Students may be less familiar with learners' dictionaries in book format, despite the fact that many language teachers in Thailand preferred their students to use learners' dictionaries, especially in book format (Boonmoh, 2010). However, technology is evolving rapidly, and this is influencing how students consult dictionaries. Studies (Boonmoh 2021, Fallianda 2020) indicate that the use of online dictionaries is on the rise in numerous countries around the world.
Due to the recent spread of the COVID-19 pandemic, schools and universities have adopted online instruction. For online language classes, most of the learning materials and resources will be shared online. Learners will therefore use online dictionaries rather than printed dictionaries when they encounter problems. Online learners' dictionaries will be in high demand and a necessity for students in the current period.
Book-format dictionaries and online dictionaries have distinguishing characteristics, and these distinctions may impact users' lookups and their learning. Users of paper dictionaries may be able to obtain sufficient information on a term at a glance, but users of online dictionaries may need to scroll down to view further information. This might cause difficulties for certain students. Although online dictionaries can increase users' look-up frequency and decrease look-up time, this does not necessarily ensure the same level of memory of looked-up words, the success of look-ups, or the right usage of the looked-up word in writing. However, a few research on dictionary skills training have shown favorable effects on students' dictionary abilities, learning comprehension, and confidence while using dictionaries.
This study will investigate EFL teachers' perspectives on whether printed or online dictionaries students should consult and how they train students in the concept of dictionary use for language learning. This study will also investigate the perspectives of students as language learners regarding their preferred dictionaries or online resources when they experience language challenges, as well as the factors by which they choose which tools to use. About 50 EFL teachers teaching foundation English courses to undergraduates from at least three public universities in Bangkok, as well as approximately 300 undergraduates, will take an online survey.
The discrepancy between the types of dictionaries students choose to use and the types of dictionaries teachers urge their students to use may demonstrate the need for explicit dictionary skills training as well as how the training might be conducted. This study is anticipated to provide the current state of dictionary use in a South East Asian context, with implications that may be valuable for language teachers teaching English to English learners worldwide.
Boonmoh, A. (2021). Use of dictionaries and online tools for reading by Thai EFL learners in a naturalistic setting. Lexikos, 31, 239-258.
Boonmoh, A. (2010). Teachers' Use and Knowledge of Electronic Dictionaries. ABAC Journal, 30(5), 56-74.
Fallianda, F. 2020. A survey of Indonesian students' use of dictionaries. Lexikos, 30: 609-628.
