| Abstract: |
As pocket electronic dictionaries (EDs) increasingly become popular among L2 learners, it has become crucial to investigate their impact on L2 learning. This study compared the use of EDs with printed dictionaries (PDs) among Japanese university students. It also examined the relationships of students’ ED use with their use of lexical processing strategies (LPS; consult, infer, or ignore), vocabulary learning, and reading. In order to construct a complete picture, this study investigated these issues both quantitatively and qualitatively, through multiple investigative techniques. This study consisted of two phases. In Phase 1, quantitative data were collected from 279 students, using a written questionnaire on LPS use, the Vocabulary Levels Test assessing vocabulary size, and the Reading Comprehension section of the TOEFL assessing reading proficiency. In Phase 2, both qualitative and quantitative data were collected from the 22 students selected from the Phase 1 participants, through a follow-up interview about the questionnaire, retrospective think-aloud protocols elicited during a reading session, and two types of vocabulary tests administered a week after the reading session to assess word retention. The findings showed that EDs have become popular tools for Japanese learners of English; the majority of students owned an ED, and those who owned it tended to use it exclusively, although they also owned a PD. The results also indicated the complex nature of the effects of EDs. EDs appear to increase the frequency of dictionary consultation by students, particularly by low-proficiency students. In this sense, the effects of EDs on L2 use may be positive. Also, EDs may positively influence long-term L2 learning because frequent dictionary consultation is likely to cumulate in greater vocabulary learning. However, EDs may not benefit all students equally. The increase in the frequency of dictionary consultation may be accompanied by varying degrees of decrease in the frequency of inferring. Therefore, frequent dictionary consultation may result in less interaction with the textual context, particularly for some students who are not proficient enough in English or skilled enough in LPS use to take advantage of EDs For these students, EDs may not necessarily positively influence reading comprehension or word retention. |