The effect of dictionary usage on EFL test performance compared with student and teacher attitudes and expectations

Abstract

Three studies, carried out independently at Ben Gurion University and at Haifa University, tested students of comparable English proficiency who were enrolled in similar courses of English reading comprehension. The studies were carried out to investigate the effect of dictionary use in examinations on students' test performance. In the study at Ben Gurion University, 9 classes, including 91 students, participated. At Haifa University, 5 reading comprehension tests were administered to 670 students, and 8 tests were administered to 740 students. The results of the 3 studies showed a preference for using bilingual dictionaries, on the one hand, and no significant correlation between dictionary use and test score, on the other. To attempt to clarify the test results and to understand the underlying attitudes and expectations of dictionary users, the researchers at Haifa University administered a questionnaire on dictionary use and preferences. The results of this study may be applied to point out some misconceptions about students' usage of dictionaries and to improve teachers' explanations and dictionary exercises. The study suggests that the dictionary may be better used for the occasional unknown word rather than to create a context whose larger meaning and value is unclear to the reader. (Author/AMH)

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