The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016

A Study of Comparatively Low Achievement Students’ Bilingualized
Dictionary Use and their English Learning

Chen Szu-An

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	  Abstract

This study investigates bilingualized dictionary use of Taiwanese university students. It aims
to examine EFL learners’ overall dictionary use behavior and their perspectives on bookdictionary as well as the necessity of advance guidance in using dictionaries. Data was collected
through questionnaires and analyzed by SPSS 15.0. Findings indicate that the subjects held
positive perspectives towards the helpfulness of using bilingualized dictionaries in learning
English whereas only roughly half of them formed the dictionary use habits out in theclassroom. Frequency of looking up aspects of word information might be determined byclassroom activities and assignments, in which both L1 and L2 information of head words wereconsidered useful. This paper concludes by arguing that low proficiency students may needsolid training in using L2 information in bilingualized dictionaries to expand their knowledgeof English vocabulary. Implications and suggestions for classroom practice will also be made.
Keywords: EFL learners; comparatively low achievement students; bilingualized dictionary;book dictionary; dictionary use behaviors.

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Introduction
Choosing the most appropriate dictionaries for language learners to accommodate theirdifferent needs in the EFL classroom is a common and recurrent problem for language teachers.
When target language inputs are quite limited in real life, Taiwanese learners seldom have thechance to acquire English vocabulary in a natural environment. In order to expose learners tomore of their target language, dictionaries might be an invaluable source of and effective
reference to English as they can solve learners’ problems by providing them with useful
linguistic information and cultural insights. Especially when teachers are unavailable for
immediate consultation, English dictionaries can serve as a means to filling this void. For nonnative English speakers, advancing their English proficiency might be a life-long learning task
and should not be merely confined to formal school education. When they proceed with English
learning throughout their lives, learners need reliable information that they can refer towhenever they encounter and want to solve problems related to their use of the target language.
Not only can good dictionaries provide learners with English cultural knowledge but also
intrigue their long-lasting interest in learning the language. Hence, dictionaries can be a useful
tool in turning users into independent problem solvers and autonomous language learners.
In the language classroom, learners are likely to make further progress in developing theirtarget language if dictionary use can be integrated into their learning process. However, leaving
students, especially beginning and lower proficiency level learners, to choose dictionaries forthemselves might not cause an equally positive effect on their language learning. Many
researchers such as Fan and Xiao (2006), Lou and Li (2012), Shi and Pan (2005), and Wang(2007) all argue that English learners need to choose the dictionaries in which the contents andcharacteristics can accord with their different English levels. Without being aware of how
dictionary use can assist them in learning a language, learners might trap themselves into justgetting by whenever they need to consult dictionaries. Hence, to such students, English teachers
turn into a role model of successful English learners and professional dictionary users. Basedon their teaching and learning experience, English teachers can advise students to choose
dictionaries, compensate their lack of familiarity with English dictionaries, and improve theirdictionary reference skills through proper training and exercises specifically arranged in theclass.
Significant research related to the effectiveness of using dictionaries in boosting learners’ L2
vocabulary and reading comprehension has been accomplished in Taiwan. The majority of theresearch focuses on educators’ evaluative perspectives, whereas an understanding of actual
dictionary users’ perspectives is still limited and needs to be crystallized. Therefore, thepurpose of the present study is to explore comparatively low English proficiency level students’
perceptions towards their use of Longman Active Study English-Chinese Dictionary(LASECD) for one year in their general English courses at Wenzao Ursuline University of
Languages (Wenzao, former Wenzao Ursuline College of Languages), Taiwan. This group of
students’ overall College Student English Proficiency Level Test (CSEPT) scores ranged from
120 to 150. In this study, data was collected through questionnaires in order to elicit
information concerning the subjects’ dictionary use behavior and their overall perceptions of
LASECD. The questionnaires consisted of 29 items and were administered to 147 students.
The findings revealed that about one-half of the participants perceived that they have formed
habits of using LASECD in studying English. The findings also indicate the types of word
knowledge which these students frequently sought out when they used LASECD. In addition,
most of the participants held positive perceptions toward LASECD and their use of this
dictionary. Please see the research results in the section of Findings and Discussion.

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Literature Review
Many dictionaries are available in a variety of formats today: online dictionaries, dictionary
APPs for smartphones, book dictionaries, hand-held pocket electronic dictionaries, and CDROMs. In explaining the main function of dictionaries in language learning, Béjoint (2002)
and Lou & Li (2012) claim that after readers find out and check the meaning of unknown or
unfamiliar words, they will not only read and comprehend the text but also improve theiracquisition of vocabulary. Expanding the bank of vocabulary can move learners toward theirlong-term learning goals of using their L2 spontaneously and expressing themselves explicitly
and completely. Tomaszczyk (1979, citing from Ryu 2006) pioneered research into dictionary
use and investigated 449 Polish university students of English, foreign language instructors,
and translators. The results showed that dictionaries were mainly used for translation, which is
not a rare situation at all in EFL contexts. Bilingual dictionaries can quickly provide L1
equivalents of L2 words, making them popular among learners at all levels (Atkins andVarantola 1998; Baxter 1980) and particularly useful to L2 beginning learners (Béjoint andMouli, 1987).
Among research into bilingual dictionaries, Knight’s (1994) study showed lower proficiency
learners’ improved reading comprehension by using bilingual dictionaries to look up totally
unfamiliar words. Other researchers, such as Hulstihn, Hollander and Grenadius (1996), foundthat learners of all levels can use bilingual dictionaries to learn vocabulary while advanced
learners are more likely to use bilingual dictionaries to confirm their understanding of partiallyknown L2 lexical items (Atkins and Varantola 1997; Hulstijn 1993; Knight 1994). In spite ofquick consultation of L2 words and L1 equivalents, bilingual dictionaries have attracted
criticisms as low level L2 learners might be put under wrong impression that they can findperfect equivalents in both languages. Due to limited information provided in bilingual
dictionaries, Hunt (2009) argues that this weakness of bilingual dictionaries may transform
language learning into “a matter of one-to-one word translation,” (p.14 ) and in turn students
might prefer to employ this strategy to deal with the meanings of unknown words directly. The
advantages of quick consultation of L2 words and L1 translations in bilingual dictionaries
should be acknowledged as they indeed help learners quickly understand the gist of new words.
But, simplistic translations are very likely to blur learners’ view of the correct concept of L2
knowledge and block their progress in developing L2 proficiency level.
On the other hand, monolingual dictionaries contain rich information of L2 words and usages,
including definitions, word classes, example sentences, phrasal verbs, idioms, synonyms, etc.
all presented in L2, which can deflect L1 translations of L2 words. By using monolingual
dictionaries, learners can receive more L2 reading input, eliminate the possibility of making
interference errors, train their thinking in English, and enhance their comprehension of L2 (Louand Li 2012). Despite more reading that L2 learners can access through using monolingual
dictionaries, the content of monolingual dictionaries used by native speakers and advanced L2
learners might lead to information overload to learners of L2 at the low proficiency level. Whilethey are busy identifying the correct meaning of a new word, they might need to work out manyother unfamiliar words suddenly appearing in an entry, without much benefit. In order tocounterbalance the cons of bilingual and monolingual dictionaries and combine their pros,bilingualized dictionaries are published and growing in popularity. As Hartman (1994, p.243)
suggests, bilingualized dictionaries are a “hybrid dictionary type” and “a compromise” between
two types of L2 dictionaries so that learners can get the best of both worlds.
Laufer and Hadar (1997) claim that bilingualized dictionaries give low proficiency learners anadditional choice of which types of information they need to refer to (e.g. L1, L2, and both).

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  Various aspects of L2 words are provided in bilingualized dictionaries. In addition to L1
equivalents, the definitions, example sentences, phrasal verbs, idioms, etc. of L2 words are allpresented in both of learners’ L1 and L2. Hence, unlike monolingual dictionaries, L2
information on L2 words provide an alternative to L1 explanations for lower proficiency
learners. Also, they can enhance their understanding of L2 word knowledge and refine theirability to define L2 words by using L2. Other than that, for higher proficiency learners,
bilingualized dictionaries can be used to ensure that their knowledge of L2 vocabulary is
accurate (Laufer and Hadar 1997).
In the present study, LASECD (please see one page of the dictionary contents taken fromLASECD in Appendix A) was chosen to help the comparatively low achievement university
students at Wenzao become familiar with the wealth of information that bilingualized
dictionaries offer. At the beginning of the fall semester in 2011, the participants’ English
teachers provided their students with a training session on dictionary use and exercises for aweek. Then these teachers assigned the students to work on individualized glossaries of headwords that these students learned in English classes. In their glossary, they wrote down English
words, Chinese equivalents, parts of speech, example sentences, family words, and so on. In
addition, the three teachers often designed and arranged activities which were relevant to thelearning materials in class. They expected to help the students establish their habits of using
LASECD, increase their experience of using bilingualized dictionaries to comprehend thereading text, and build vocabulary in order to have a positive influence on the students’vocabulary knowledge. The goal was for these students to reduce their reliance on Chinesetranslations of words and enrich their understanding of other kinds of knowledge concerning
the words to be learned. Around the end of the spring semester in 2012, questionnaires were
distributed to 147 students to generate their overall opinions of dictionary use.
To reiterate, as the dictionary is an indispensable instrument for L2 learning, how learners
perceive their dictionary use behavior and their perspectives towards the dictionary which they
are using can shed light on the instruction of dictionary use for educators.
Objectives of the Study
The present study aims at researching into comparatively low achievement university students’
perceptions towards using bilingualized dictionary-Longman Active Study English-Chinese
Dictionary-when they study English at university. Their perceptions will be identified to findanswers to the following questions:1.   What is students’ dictionary use behavior?
2.   What types of information in the bilingualized dictionary do students look up?
3.   How do students perceive their bilingualized dictionaries?
4.   How do students perceive the helpfulness of using bilingualized dictionaries in learning
English?
5.   How do students perceive the instruction of dictionary use?
The findings of this study are expected to provide valuable information to understand how
comparatively low achievement students evaluate their dictionary use in learning English. This
study may also serve as a pilot study for further research into dictionary use in the university
EFL context in Taiwan.

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	  Research Methodology
The participants in this study were 81 freshmen and 66 sophomores, who were attending therequired General English Level II Course, constituting a weekly five-hour integrated English
skills class, in the 36-credit English program at Wenzao during the academic year 2011/2012.
All these comparatively low achievement participants had roughly a homogeneous backgroundin terms of their first language (Mandarin Chinese) and the amount of formal English
instruction at Wenzao. Their overall College Student English Proficiency Test (CSEPT) scores
were between 120 and 150, which are considered an indicator of their English proficiency. The
anonymity of the questionnaire respondents was established by specifically asking them not towrite their names on the questionnaires unless they were voluntarily willing to be interviewed
in the future if necessary. Questionnaires were used as the initial survey instrument and thefinal questionnaires were composed of 29 items including two open-ended questions. The
finalized questionnaires were written in Chinese (shown in Appendix B). Questions 1 to 27
used a five-point Likert scale, (item 1~4 and 19~27: 1=strongly agree; 2= agree; 3=somewhat
agree; 4=disagree; 5=strongly agree; item 5~18: 1=always; 2= nearly always; 3=half of thetime; 4=seldom; 5=never), and asked about the respondents’ experience and perceptions ofdictionary use. In addition, question 28 and 29 were two open-ended questions to elicit opinionsfrom the students concerning the effectiveness of using dictionaries in English learning and thenecessity of receiving instruction in dictionary use at the initial stage of the English course.
The reliability of the questionnaire was established using test-retest on 46 EFL university
students who were excluded from the sample. Chronbach alpha was calculated and found toequal .868 in the pilot study and .883 in the survey. The questionnaire data were gathered in
the last 10 to 15 minutes of the students’ class time, via prior agreement with the teachers. Of
the 152 copies distributed, 147 copies were returned to the researcher, yielding a response of
rate of 96.71%. Questionnaire data was analyzed through using the statistical software SPSS
15.0.
Findings and Discussion
In this section, questionnaire data is presented describing the habits and perceptions of usingbilingualized dictionaries of 147 Taiwanese EFL university students under study. The researchfindings will be discussed by answering the five research questions mentioned earlier. In
presenting the results of the study, the percentages of each item were calculated to describe andsummarize the responses of the students. The results of the items that relate to each researchquestion are presented in tables, and explanations are provided accordingly. For the purpose ofillustration, Longman Active Study English-Chinese Dictionary will be abbreviated as
LASECD in the following. The first research question: “What is students’ dictionary use
behavior?” was measured through 4 items (item 1~4) in the questionnaire and the responses
are presented in Table 1.

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	    Table 1. Habits in Using the Dictionary (response frequencies in percentages)
Item

Statement

1

2

3

4

5

1

I am in the habit of using LASECD.

2.8

16.6

37.2

40

3.4

2

I look up unknown English words in the LASECD.

2.7

19

29.3

45.6

3.4

3

I use LASECD when I study English at home.

2

9.5

27.9

54.4

6.1

4

I find LASECD helpful to me.

7.6

28.5

40.3

22.9

0.7

(1=strongly agree; 2=agree; 3=somewhat agree; 4=disagree; 5=strongly disagree)

As Table 1 suggests, 56.6% of the students agreed that they were in the habit of using LASECD.
Though it cannot be sure whether these students used LASECD only for their English course
use or also for their personal self-study purpose, around half of the students (51%) tended tolook up unknown English words in this specific bilingualized dictionary. On the other hand,
Table 1 also reveals that more than 60% of the students disagreed that they used LASECD at
home, which might imply that these students saw using LASECD as a classroom requirement
and yet learned how to make good use of this language learning tool to improve their English
proficiency. The researcher believes this percentage is not satisfactory if students are expected
to expand their word knowledge through using dictionaries as frequently as possible.
Whereas many of the students did not use LASECD outside the classroom, 76.4% of thestudents confirmed the helpfulness of LASECD. Based on this the researcher speculates thatthe students acknowledged the effectiveness of using LASECD in completing the task at handno matter what it was. Indeed, during the past year the English teachers kept designing activities
to focus their level-2 students’ attention on vocabulary learning, to familiarize them withLASECD, and to improve their dictionary-use skills. By so doing, their students were explicitly
informed and guided to experience how to learn English words, which might result in better
retention and employment of vocabulary in their English outputs through using dictionaries. In
response to the first research question, the above findings might suggest that thesecomparatively low achievement students coming from different learning backgrounds andfields of study would like to use LASECD, and the majority of them perceived it relatively
helpful in their English study.
The second research question: “What types of information in the bilingualized dictionary do
students look up?” was measured through 14 questionnaire statements (item 5~18). The
percentages of their responses are presented in Table 2, and information students looked up in
the dictionary are ranked in Table 3.

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	    Table 2. Types of Dictionary Information (Response frequencies in percentages)
Item

Statement

1

2

3

4

5

5

I use LASECD to find out Chinese equivalents of words.

9.5

24.5

40.1

25.9

0

6

I use LASECD to find out English definitions or words.

8.8

30.6

33.3

27.2

0

7

I use LASECD to find out pronunciation of words.

6.1

17

25.9

43.5

7.5

8

I use LASECD to find out derived verb forms.

2.7

22.4

40.1

30.6

4.1

9

I use LASECD to find out collocations.

5.4

21.1

43.5

27.9

2

10

I use LASECD to identify the right meaning of words.

5.4

21.8

43.5

27.2

2

11

I use LASECD to find out parts of speech.

6.8

33.3

32

27.2

0.7

12

I use LASECD to find out family words.

7.5

22.4

38.1

31.3

0.7

13

I use LASECD to find out phrasal verbs and idioms.

6.1

22.4

38.8

32.7

0

14

I use LASECD to find out synonyms of words.

4.1

21.1

37.4

35.4

2

15

I use LASECD to find out opposites of words.

2.7

19

36.1

39.5

2.7

16

I use LASECD to find out example sentences.

12.2

30.6

30.6

26.5

0

17

I use grammar exercises in the learner’s handbook of
LASECD.
I use the picture dictionary of LASECD to learn vocabulary.

2

5.4

26.5

51

15

2

7.5

31.3

46.3

12.9

18

(1=always; 2=nearly always; 3=half of the time; 4=seldom; 5=never)Table 3. Ranked Types of Information Looked Up in the Dictionary (Response frequencies inpercentages)
No.

Type of information

percentages

No.

Type of information

percentages

1

Chinese equivalents

74.1

7

phrasal verbs and idioms

67.3

2

Example sentences

73.5

8

verb forms

65.3

3

English definitions

72.8

9

synonyms

62.6

4

part of speech

72.1

10

opposite words

57.8

5

collocations

70.1

11

pronunciation

49

5

right meaning

70.1

12

picture dictionary

41.1

6

family words

68

13

grammar exercises

34

The information most frequently looked up, Chinese equivalents, did not come as a surprise in
response to these comparatively low achievement students’ strong reliance on the meanings of
unknown English words translated into their first language. The high ranking of example
sentences, English definitions, part of speech, and the right meaning of words, family words,
etc. perhaps can be explained by the fact that the students needed such information to complete
the assignments or tasks in orafter class. Summer (1988) indicates that the definition with
examples in the dictionary would benefit reading comprehension.
In order to help students improve their reading comprehension and avoid lack of consistency
in using dictionaries, the English teacher asked their students to individually make a glossaryof English head words from their textbooks or supplementary reading materials. Students either

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	    chose by themselves or were assigned at least five key words every week, looked these words
up in their LASECD in their free time, and wrote down Chinese equivalents, English
definitions, parts of speech, and example sentences of these required words in their writing
pads. Other information, such as pronunciation, usages, phrasal verbs and idioms, synonyms,
opposite words, or extra word knowledge of associated lexical items were not compulsory inthis assignment.
In addition, the English teachers asked their students to bring LASECD to the class from time
to time to accomplish in-class tasks by finding out key information from their referencematerials. By means of glossary and vocabulary learning activities, students could practice theirdictionary search methods as well as have hands-on experience of viewing the richness of
information in dictionaries. Hence, the overall results shown in Table 3 are somehow
predictable. Grammar exercises were the least looked up. Grammar exercises in the learner’s
handbooks had been addressed in the beginning weeks of the first semester in 2011 as part ofthe instruction of using LASECD.
The third research question: “How do students perceive their bilingualized dictionaries?” wasmeasured through 9 items (Question 19~27) in the questionnaire and the results are presented
in Table 4.
Table 4. Perceptions of LASECD (Response frequencies in percentages)
Item

Statement

1

2

3

4

5

19

The layout of LASECD is designed properly.

11.6

51.7

34.7

1.4

0.7

20

The amount of vocabulary in LASECD is sufficient.

15.6

50.3

29.9

3.4

0.7

21

LASECD provides sufficient user guidance.

13.7

57.5

26.7

2.1

0

22

LASECD provides sufficient grammar exercises tofamiliarize users with this dictionary.

9.7

44.1

39.3

6.9

0

23

The picture dictionary of LASECD is interesting.

8.2

34.7

43.5

12.9

0.7

24

The experience of using LASECD is enjoyable.

10.2

38.8

42.9

8.2

0

25

The LASECD contents suffice my current needs.

13.6

52.4

30.6

3.4

0

26

LASECD defines words clearly.

15.6

49

33.3

2

0

27

I can easily search an entry in LASECD.

15.6

45.6

35.4

3.4

0

(1=strongly agree; 2=agree; 3=somewhat agree; 4=disagree; 5=strongly disagree)

As Table 4 suggests, merely 2% or so of the respondents (strongly) disagreed with the layoutof LASECD, while approximately nine tenths of the participants (95.9% and 97.9%) responded
positively towards the dictionary contents including its amount of vocabulary and user guide.
As for grammar exercises, 93.1% of the students (9.7% strongly agreed, 44.1% agreed, and39.3% somewhat agreed) reported their agreement with the importance of the workbook in thelearner’s handbook in assisting their familiarity with LASECD. In terms of the picture
dictionary in item 23, a slightly lower percentage (i.e. 86.4%) here might respond to the second
least frequent information looked up in LASECD as shown above in Table 3. Whether or not
the picture dictionary is interesting, this finding may suggest that teachers can refer students tothis picture dictionary when the topics in the textbooks are relevant to it such as body parts,
action verbs, foods, musical instruments, sounds, directions, sports, and so on. After all,through careful selection by the publisher, the vocabulary words in the picture dictionary mustbe high frequency words used in real life, and can be learned systematically and collectively.

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	    As Schmitt (2000) suggests, learners use visual images to create a strong connections with aword and its meaning to strengthen their memory of the word. In this view, the picture
dictionary in LASECD can be a starting point and a likely role model for students to makeindividualized picture dictionaries through drawing and taking notes in their own glossary. The
findings also indicate that more than 90% of the respondents claimed enjoyable experiencesusing LASECD. Furthermore, 96.6%, 98%, and 96.6% of the respondents agreed that thecontents of LASECD can satisfy their current needs, and provide them with clear definitionsof words as well as easy identification of an entry.
In response to the third research question, the results of the student questionnaire demonstrated
that these comparatively low achievement students responded favorably to LASECD overall.
Not only might such perceptions establish grounds for the students’ future consistent use of
LASECD but also indicate that LASECD has achieved user-friendliness to some extent to thisgroup of students.
The fourth research question: “How do students perceive the helpfulness of using bilingualized
dictionaries in learning English?” was answered through an open-ended question (item 28).
Based on their experience, the respondents were told to include as much information as they
thought necessary to answer the question: “How does LASECD help you learn English?” Thefindings are presented in Table 5.
Table 5. Comments on the Helpfulness of LASECD in Learning English
Item

Responses

28

Positive comments:

Number of responses

Overall word information

22

Related to word information

28

	
  

-  

Usages13-  Synonyms5-  Pronunciation4-  Example sentences

2

Extended learning

19

Longer retention of words

15

Clear definitions

13

English definitions

12

Chinese equivalents

7

Amount of vocabulary

7

Easy to search an entry

6

Pictures in the dictionary

2High frequency words

1

Useful when there aren’t any electronic dictionaries

1

Other comments:
Not helpful

12

Demotivation for using LASECD

1

Not portable

1

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	
  In Table 5, most of the comments were made on overall word information in LASECD. For
example, one student reported ‘I think information is more detailed in LASECD than in mypocket electronic dictionary. I can easily find out complete information, such as thesaurus,
opposite words, past tense, etc. This dictionary helps me a lot!’ Related to word information,some students mentioned specific aspects of word knowledge in response to the question, suchas usages (N=13), synonyms (N=5), pronunciation (N=2), and example sentences (N=2). In
addition, some students confirmed their extended learning. For example, one of them reported
that “I can learn much more when I use the dictionary because there is always other information
I didn’t expected to learn.” Another student stated that “one English word can bring about manyphrasal verbs and usages to help me learn more. Good!” In terms of longer retention of words,
some students commented on this advantage of using dictionaries in paper form to learn
English. As one of them reported, “… looking up English words in the paper dictionary canenhance my memory of them.” Another student reported, “Using the bilingualized dictionary
and taking notes in my glossary is the best way to memorize new words. Besides, word
information is full and rich.” 13 comments were made on the explicitness of definitions
provided in LASECD. 12 comments were concerned with the helpfulness of English definitionsof words in learning English, such as “I can learn how to explain a word in English,” “There
are no perfect Chinese translations of English words. So I want to know how to define a word
in English,” and “English definitions help me better understand example sentences, synonyms
and opposite words.” Other opinions were also proposed regarding Chinese equivalents, thesufficient amount of vocabulary in LASECD, search of an entry with ease, colored pictures,and commonly-used words in the questionnaire. However, a number of students made quite
different comments on the helpfulness of using LASECD in English learning.
Most of their comments presented the tendency stating that instead of using LASECD theychose to use electronic dictionaries, including pocket electronic dictionary and internet
dictionary, when looking up English words. Therefore, they reported that they did not benefit
much from this reference book. Furthermore, one student mentioned the issue of portability of
paper dictionaries. Limited convenience of paper dictionaries has been reported in many studies(e.g. Ryu 2006). This finding is not unexpected at all here. Overall, the majority of thecomments generated from item 28 shed light onto the effectiveness of using LASECD inlearning English in the present study. The students were aware of the extent to which theirdictionary use could assist them in learning English words. All in all, L2 can only be acquired
through learners’ own efforts. As long as they would like to involve themselves in this learningtask, they could gain a great deal from this language learning resource.
Lastly, item 29,“Do you think it is necessary to learn how to use LASECD correctly before you
start to use it?” was used to elicit some ideas from students concerning the necessity of advancetraining or exercises in dictionary use to find the answer to the fifth research question: “Howdo students perceive the instruction of dictionary use?” 104 students checked “yes,” 18 students
checked “no,” and 25 chose not to comment. Among these 122 respondents who checked thebox, quite a few students stated their reasons in the questionnaires. Most of their responses
demonstrated the importance of such guidance given in the beginning of their journey of using
dictionaries. For example, dictionary users need to know English words are listed
alphabetically in the dictionary, what symbols like [U] and [T] or abbreviations like BrE andphr v stand for, why some words are printed in bold colors or highlighted, and so on.
Such knowledge can assist users in quick searches of English words and interpreting andidentifying information correctly when they look up words in the dictionary. Even thoughalmost 83% of the respondents confirmed the importance of advance dictionary use training, a
few students disagreed with this kind of dictionary use training, and stated that “I already know
	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	  how to use the dictionary,” “we should learn how to use the dictionary on our own rather thanlearn it in class,” and “we don’t need to learn it particularly.” In response to item 29, themajority of written comments present the overall outlook towards instruction in dictionary use
as useful, helpful, and indispensable.
Conclusion
The present study examined the dicionary use of comparatively low achievement university
students in the research context. In accordance with their English proficiency, LASECD wasselected and used in the Level II English Course to help students arrive at better English
vocabulary learning in the academic year 2011-12. English teachers guided their students inusing this dictionary in the beginning of the fall semester. Students then became familiar withdictionary use through completing learning activities, exercises, and assignments in theirEnglish classes. After eight months of dictionary use (four months in semester one and semestertwo), the questionnaires were distributed to 147 students to generate their opinions of using
LASECD and their perceptions towards this dictionary and its helpfulness in learning English.
The overall results of this survey suggest that these comparatively low achievement students
could benefit from LASECD in learning English and started to build up the habit of dictionary
use when looking up English words. Although less than 40% of the students would use it athome, the results suggest that 76.4% of these LASECD users found this dictionary helpful instudying English. It is a given fact that when users gain positive experience and hold positive
inclinations towards this reference, they will be more likely to maintain their user habits andconsequently expand their bank of English vocabulary. Thus, students’ views on LASECD
might correspond to their preferred style of vocabulary learning, which may provide
implications for subsequent course design.
In this research, we can see that Chinese equivalents are the most frequently looked up
information in the dictionary. As far as this group of students is concerned, perhaps it is notnecessary to forbid learners at this low English proficiency level from looking up Chinese
equivalents of unknown or unfamiliar English words. Rather, teachers can try to transfer
students’ attention to word information interpreted in the target language (i.e. English
definitions), and guide them to employ definitions through making reference to example
sentences suggested in dictionaries or creating new, correct sentences. As Baxter (1980, p. 334)
argues, “(L2) definition is an alternative to the use of lexical items.” Being able to define words
in English can not only heighten students’ confidence in using the language but also enhancetheir holistic understanding of new vocabulary. Hunt (2009) also suggests that consulting both
L1 and L2 information might lead to students’ better retention of word knowledge than gaining
access only to L1 information. When learning a new word this way, students might process
information more deeply and are likely to remember it. This benefit can counterbalance thetime necessary for consulting words in book dictionaries.
Despite the strengths of the LASECD, the publisher might take into consideration student needfor training sessions and exercises before theyindependent dictionary use. Such guidance canbe arranged at the initial stage of the English course in order to help those who have notunderstood the correct concept of word information, who have yet acquired correct knowledgeof dictionary use, and who have never been aware of this vocabulary learning strategy. In
addition to teachers’ instruction and the learner’s handbook which has been compiled in
LASECD, there are other possibilities for making this reference book more user-friendly andconvenient. For example, a teacher’s book can be designed to provide instructors withsuggestions for dictionary use activities or classroom assessment to make sure whether or not

	
  

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The  IAFOR  Journal  of  Education    Volume  4  –  Issue  2  –  Summer  2016	  students have learned how to use LASECD accurately and efficiently. Professional guidance
and useful exercises are both necessary for boosting students’ understanding of how LASECD
can help them learn English. As Hartmann (1991, p. 9) suggests, “it is not enough just to
recommend dictionaries to our students. To help them reap the benefits of good dictionaries,
they need to be taught explicitly how to use them.” Both publishers and instructors can benefit
by considering the relation between dictionary use, classroom vocabulary behavior, andstudents’ success in finding words to meet their communicative needs among low level English
learners as dictionary users.

	
  

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References
Atkins, B. T. S., & Varantola, K. (1997). Monitoring dictionary use. International Journal of
Lexicography, 10(1), 1-45. https://doi.org/10.1093/ijl/10.1.1
Atkins, B. T. S., & Varantola, K. (Eds.), (1998). Using dictionaries: Studies of dictionary use
by learners and translators. Lexicographica Series Major 88. Tubingen: M Niemeyer.
Baxter, J. (1980). The dictionary and vocabulary behavior: A single word or a handful? TESOL
Quarterly, 14, 754-760. https://doi.org/10.2307/3586597
Béjoint, H. (2002). An introduction of modern lexicography. Beijing: Foreign Teaching andResearch Press.
Béjoint, H. B., & Mouli, A. (1987). The place of the dictionary in an EFL programme. In A. P.
Cowie (Ed.). The dictionary and the language learner (pp. 381-392). Tubingen: Max
Niemeyer Verlag. https://doi.org/10.1515/9783111340500-009
Fan, M. Y. (2000). The dictionary look-up behavior of Hong Kong students: A large-scale
survey. Education Journal, 28(1), 123-138.
Fan, M., & Xiao, D. (2006). A survey of EFL learners’ use of English dictionaries: Toward
understanding features of the good dictionary user. Yantai Normal University Journal(Philosophy and Social Sciences Edition), 23, 112-114.
Hartmann, R. R. K. (1991, March 6). What’s the use of learners’ dictionaries? A lecture given
at the City Polytechnic of Hong Kong.
Hartmann, R. R. K. (1994). The learner’s dictionary—Uniligual or interlingual? In L.
Flowerdew & K. K. Tong (Eds.). Entering text (pp. 239-250). Hong Kong: The Hong
Kong University of Science and Technology, Language Centre.
Hulstijn, J. H. (1993). When do foreign-language readers look up the meaning of unfamiliar
words? The influence of task and learner variables. Modern Language Journal, 77,
139-147. https://doi.org/10.1111/j.1540-4781.1993.tb01957.x
Hulstijn, J., Hollander, M., & Grenadius, T. (1996). Incidental vocabulary learning byadvanced foreign language students: The influence of marginal glosses, dictionary use,
and reccurence of unknown words. The Modern Language Journal, 80, 327-339.
https://doi.org/10.1111/j.1540-4781.1996.tb01614.x
Hunt, A. (2009). Dictionaries and vocabulary learning: The roles of L1 and L2 information. 外
國語學部紀要創刊號, 13-25.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabularyacquisition for students of different verbal abilities. The Modern Language Journal, 78,
285-99. https://doi.org/10.1111/j.1540-4781.1994.tb02043.x
Laufer, B., & Hadar, L. (1997). Assessing the effectiveness of monolingual, bilingual andbilingualized dictionaries in the comprehension and production of new words. The
Modern Language Journal, 81(2), 189-196.
Longman Active Study English Chinese Dictionary (4th ed.). (2011). London: Longman.

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Lou, X., & Li, L. (2012). A survey on English majors’ dynamic trends of dictionaries using.
Open Journal of Modern Linguistics, 2(2), 79-83. https://doi.org/10.4236/ojml.2012.22010
Ryu, J. (2006). Dictionary use by Korean EFL college students. Language and Information
Society, 7, 83-114.
Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge University Press.
Shi, B., & Pan, P. (2005). Analysis of a survey on English learning dictionary using. Journalof Shanxi Coal-Mining Administrators College, 3, 78-79.
Summer, D. (1988). The role of dictionaries in language learning. In R. Carter & M. McCarthy(Eds.). Vocabulary and language teaching (pp.111-125). London: Longman.
Tomaszczyk, J. (1979). Dictionaries: Users and uses. Glottodidactica, 12, 103-119.
Wang, Y. (2007). On use of dictionary in English learning at different stages. Theory andPractice of Education, 27, 63-64.

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  Appendix A: Contents of LASECD (one page taken from the dictionary)

	
  

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  Appendix B: Chinese-version of the Questionnaire

同學對於使用朗文進階英漢雙解詞典及英語學習之看法

親愛的同學:

本問卷目的在於瞭解同學使用「朗文進階英漢雙解詞典」及英語學習等相關問題。請依照提示，並根據個人情況，真實作答即可。為求資料
的完整性及可用性，請務必回答問卷中的每一項問題。本研究結果將僅
供學術研究之用。

感謝你的參與,若你對本問卷有任何疑問，歡迎隨時與陳思安老師聯絡。辦公室：至善樓310；分機號碼：5223；Email：99033@mail.wtuc.edu.tw。

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	    請根據你使用朗文進階英漢雙解詞典之經驗來回答第1~19題。
1

2

3

4

5

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同意

同
意

還算
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不
同
意

非常
不同
意

1.   我習慣使用朗文英漢雙解詞典。

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2.   每當我遇到生字, 我使用朗文英漢雙
解詞典查單字。
3.   我在家時使用朗文英漢雙解詞典學
習英文。
4.   我覺得朗文英漢雙解詞典對我很有
幫助。

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很

從

是

乎

一

少

沒

這

總

半

這

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麼

是

的

麼

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做

這

時

做

做

麼

間

做

這

題目

題目

麼
做
5.   我使用朗文英漢雙解詞典找出單字
的中文意思。
6.   我使用朗文英漢雙解詞典找出單字
的英文意思。
	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	    7.   我使用朗文英漢雙解詞典找出單字的發音。
8.   我使用朗文英漢雙解詞典找出單字的動詞變化。
9.   我使用朗文英漢雙解詞典找出單字的詞語搭配。
10.  我使用朗文英漢雙解詞典找出單字的各種用法。
11.  我使用朗文英漢雙解詞典找出單字的詞性。
12.  我使用朗文英漢雙解詞典找出單字的其他相關字。
13.  我使用朗文英漢雙解詞典找出單字
的片語動詞及習語。
14.  我使用朗文英漢雙解詞典找出單字的同義詞。
15.  我使用朗文英漢雙解詞典找出單字的反義詞。
16.  我使用朗文英漢雙解詞典找出如何使用單字的例句。
17.  我使用朗文英漢雙解詞典中的學習
手冊練習文法。
18.  我使用朗文英漢雙解詞典中的圖解
詞典學習單字。

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請根據你對朗文進階英漢雙解詞典之看法來回答第20~28題。
以下為數字1~5所代表的意涵。1：非常同意；2：同意；3：還算同意；4：不同意；5：非
常不同意。

1

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  2016	
  

  

非常
同意

同
意

還算
同意

不
同
意

非常
不同
意

19.  朗文英漢雙解詞典的編排合宜。

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20.  朗文英漢雙解詞典的字彙量足夠。

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21.  朗文英漢雙解詞典清楚解釋字典的使用方法。
22.  朗文英漢雙解詞典的學習手冊提供
足夠的文法練習,幫助我熟悉字典的使用方法。
23.  朗文英漢雙解詞典的圖解詞典有趣。
24.  使用朗文英漢雙解詞典的經驗愉快。
25.  朗文英漢雙解詞典的內容符合我目
前的需求。
26.  朗文英漢雙解詞典清楚解釋字義。

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27.  我很容易在朗文英漢雙解詞典中找
到我要的資訊。

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題目

28.  請問使用朗文英漢雙解詞典對你在學習英文方面有哪些幫助? 請根據個人經驗,在下方空白處寫下你的想法。

	
  

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The  IAFOR  Journal  of  Education  Volume  4  –  Issue  2  –  Summer  201629.  在獨立使用字典之前，請問你是否認為需要先學習如何正確使用字典(例如：分的清楚什麼是詞性、不規則動詞變化、一詞多義、同類詞、詞語搭配、片語動詞、習語、複合詞等等)? 請勾選你的回答(是□ ; 否□) ,並在下方空白處說明原因。

將來有機會我們會與你聯繫,邀請你面談使用字典的英語學習經驗。如果你願意分享經驗,請在下方表格留下你的聯絡方式,謝謝。

姓名

電子信箱

系所

電話號碼

學生證號碼

本問卷到此結束,感謝你的參與及配合。

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