Electronic dictionaries and incidental vocabulary acquisition: does technology make a difference?

Abstract

The investigates incidental vocabulary acquisition in two reading conditions: when unknown words are encountered in a text and glossed in the margin, and when they are read on computer screen and explained in an dictionary. Two groups of adult learners of English as a foreign language, one in each condition, were unexpectedly tested on comprehension of 10 low frequency words, immediately after a reading task and two weeks later. The electronic text group performed significantly better than the paper text group. Long term retention was also affected by the type of information looked up in the electronic dictionary.

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