Abstract
<p>Vocabulary learning needs special strategies in language learning process. The use of dictionaries is a great help in vocabulary learning and nowadays the emergence of electronic dictionaries has added a new and valuable resource for vocabulary learning. The present study aims to explore the influence of Electronic Dictionaries (ED) Vs. Paper Dictionaries (PD) on vocabulary learning and retention of Iranian EFL learners. Seventy college students formed the participants of the study. Before the treatment, a Preliminary English Test was used for assessing the participants’ homogeneity. The participants were assigned to Electronic Dictionary (ED) group and Paper Dictionary (PD) group. The treatment lasted for 15 sessions. Eighty-eight new target words were selected in order to be taught in this study. The ED group participants were asked to use their mobile dictionary (Blue Dict dictionary), that include eight popular different dictionaries. The participants of the PD group used their ordinary Paper Dictionaries for finding the meaning of words. In order to check their short-term and long-term vocabulary learning, both groups took part in an immediate and delayed post-test respectively after the treatment. Based on the t-test results, the participants in ED group outperformed those of PD group. The overall results indicate that EDs can improve vocabulary learning.</p>
Highlights
Vocabulary knowledge is a significant aspect of learning a second or foreign language
By comparing the participants’ delayed post-test score, administered after a two-week span, it could be seen whether Electronic Dictionary (ED) had effects on the vocabulary retention of the language learners or not
The general practice is to immediately provide the definitions of words when a new word or phrase is encountered in a text
Summary
Vocabulary knowledge is a significant aspect of learning a second or foreign language. Vocabulary size is one of the determinant factors of language proficiency. Knowing a word entails knowing many attributes of a word. Nielsen (2010) believes that to know a word implies knowing its form and meaning and a word often enjoys many arrays of meaning. 56) point out, “lexical competence implies more than just knowing what a word means”. Acquiring new words is a primary concern for most EFL learners in order to be a proficient language learner. As Wesche and Paribakht (1999) point out, researchers and language learners both believe that, owing to the prime importance of vocabulary learning, learners have to increase their vocabulary size and learn as many words as they can. According to McCarthy (1990), when words expressing a wide range of meanings are not used, it is impossible to form a meaningful communication
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