Abstract
The ability to make good use of mobile dictionary applications (apps) is a key factor of autonomy in language learning. This study investigates how L2 learners use dictionary apps to become autonomous learners when engaging in mobile assisted language learning (MALL). A questionnaire was designed to collect data from more than 200 university students to explore second language (L2) learners' personal experiences with mobile dictionary apps. The results show that dictionary apps not only facilitate students' academic studies, but also become essential to these students' successful language learning. Students enjoy the autonomy of choosing which dictionary app to use, as well as when and where to do so. However, discrepancies exist between the dictionary functions learners use and those they desire, suggesting that future apps could integrate more functions to better fit learners' needs and help them become autonomous. Some pedagogical implications are proposed to improve learner autonomy with regard to using mobile dictionary apps.
TopLiterature Review
Dictionary Use and Learner Autonomy
Learner autonomy refers to the attitude, willingness, and capacity of a learner to act independently and take responsibility for their own learning, which implies that “the learner enjoys a high degree of freedom” (Little, 1991, p. 4). In language learning, it is impossible for students to acquire all the necessary knowledge and skills for L2 proficiency in the classroom; a higher level of autonomy is required, as learners must take responsibility for learning outside of the classroom (Little et al., 2017; Priyatno, 2017; Warni et al., 2018; Zainuddin & Perera, 2019). It is generally believed that learner autonomy plays an important role in language learning. Indeed, Scharle and Szabó (2000) have suggested that successful language learning is to a large extent dependent on learners taking responsibility for their own learning.
As an integral part of language learning, dictionary use not only facilitates vocabulary development and overall language competence, it also greatly influences a learner’s path to becoming autonomous. When encountering or learning new words, students mostly refer to paper dictionaries at hand which was described by Asher (1999, p. 66) as a “gateway to independent learning”. An autonomous language learner should be able to use a dictionary independently to learn both in and out of the classroom. This also gives the learner considerable autonomy to make decisions about their own learning (Gairns & Redman, 1986). Leaney (2007) further supported the idea that encouraging learners to use a dictionary efficiently is critical for improving learning autonomy.
Some empirical studies have demonstrated that dictionary use facilitates learner autonomy, contributing to vocabulary acquisition and overall language development. For example, Shen (2013), in examining how dictionary use could improve Chinese university EFL learners’ reading comprehension, concluded that dictionaries help students become independent language learners. Similarly, Luu (2011) studied Vietnamese learners’ vocabulary learning and found that dictionary use is necessary for students to learn vocabulary words by themselves; 75% of the participants agreed that autonomy plays an important role in vocabulary learning.
Key Terms in this Chapter
Lexical Tutor: A category of dictionary functions which provide tutor-like help or guidance for students when learning words through mobile dictionaries, such as sound recognition and grammar checking. This category could help students to self-evaluate their vocabulary learning and encourage them to use dictionary apps autonomously.
Lexical Tool: A category of dictionary functions which provide cognitive tools for vocabulary learning, such as translating, self-regulating, communicating with peers, and using new technologies. Students could monitor or organize the process of vocabulary learning independently, which facilitates the development learner autonomy.
Learner Autonomy: It means that students act independently and take responsibility for their own learning. It is generally believed that a learner with a high level of autonomy is more likely to be a successful language learner.
Bilingual Dictionary: A kind of dictionary which is used to translate words or phrases from one language to another (e.g., English to Chinese or vice versa). The Chinese-English bilingual dictionaries used in Hong Kong and mainland of China differ in the written systems between traditional Chinese and simplified Chinese.
Dictionary Function: In digital era, a dictionary app may be equipped with various functions to inform users of the information of the looked-up items. Basic dictionary functions include providing definition, pronunciation, and example sentences. More advanced functions include predicting common errors of the searched item, organizing searched items for further study, providing pronunciation and intonation checking or grammar checking, etc. There might be some discrepancies in functions provided by a dictionary and those desired by its users. It is suggested that dictionary developers should consider incorporating the functions desired by the users to sustain language learners’ autonomous use.
English Medium Instruction: Referring to the instruction of courses delivered in English. In universities in Hong Kong, most of the courses are delivered in English, and students from different subjects are supposed to acquire an adequate level of English proficiency.
Mobile Assisted Language Learning (MALL): A kind of language learning assisted or enhanced by using the handheld mobile devices, including smart phones or tablet PCs, and in mobility. MALL offers learners ubiquitous access to learning anywhere and anytime, and in or after classroom, by downloading the learning materials or using the mobile dictionary apps or other apps.