Use of monolingual, bilingual, and bilingualised dictionaries and EFL learners’ vocabulary learning strategies: A case study

This study investigated the effect of dictionary use on the vocabulary learning strategies used by elementary level EFL learners. Seventy-five female EFL learners were randomly assigned to one of three groups (25 members each): the monolingual dictionary, the bilingual dictionary, and the bilingualised dictionary groups. Students' responses on the vocabulary learning strategies were collected through a questionnaire which dealt with the vocabulary learning strategies the participants used to understand each target item in a reading passage selected based on readability formula. The results of Chi-square analysis indicated that the participants in the bilingual group consulted their dictionaries more frequently to solve their lexical problems than those in the monolingual and the bilingualised dictionary groups. The bilingualised group reported the least use of other strategies (e.g., analysing morphemes, and using cognates), while guessing was rarely reported by the bilingualised dictionary group. The results also revealed that the participants in the bilingualised and the bilingual dictionary groups were more willing to consult their dictionaries when reading the text than the monolingual dictionary group. In fact, guessing the meaning from the context as well as using other strategies was more common for the monolingual dictionary group.