The Outcomes and Interplay of Vocabulary Coping Strategies and Dictionary Skills in Task-Based Reading: An Eye Tracking Study

Abstract

Abstract This research utilised eye tracking to examine the vocabulary coping strategies and dictionary skills of Japanese English learners in task-based reading. Participants had access to an online dictionary with four definitions per word, including three inapplicable definitions. The interplay and outcomes of reading strategies and dictionary skills were investigated. The research found that performance was not statistically different compared to previous research where participants had access to a dictionary with only the applicable definition. Given the more difficult dictionary, participants more often made regressions to investigate the context in the text, but they did not reduce their dictionary use. Most participants lacked strategic competence while reading, but they demonstrated competence in dictionary skills. In rare instances of failed dictionary use, readers usually had not inspected the context cues in the text. For task-relevant words, participants who re-read context cues and then used the dictionary performed better. Implications for educators and materials developers are discussed.