An empirical study of dictionary use by Saudi EFL learners at university level with reference to major and gender

Alowimer, S

Abstract

The dictionary is an indispensible tool for language learning, and significant work
has been done to improve it and adapt it to suit language learners' needs and reference
skills. Dictionary use by foreign language learners has been the focus of a number of
studies in the last three decades. This area, however, needs to be further investigated as
there is an on-going process of improvement in the art of dictionary-making. Recent years
have witnessed significant advances in this field which may change the approaches and
attitudes of learners in dealing with the dictionary.
This study aims to investigate dictionary use by Saudi EFL learners, a group of
learners which has received little attention in previous research. Overall, 500 university
students were involved in this research. Their account of their own use of a number of
aspects related to the dictionary has been collected by means of a questionnaire. Their
attitudes towards a number of types of dictionaries were also elicited. In addition to these
quantitative instruments, a qualitative element was also incorporated. This involved
follow-on interviews and think-aloud protocols.
There are a number of significant findings to this study. It has shown ways and
degrees in which dictionaries are involved in Saudi students' English learning processes.
It has revealed some instances of failing to make use of the potential of this important
tool. It has contributed to an understanding of the background reasons for such ineffective
use. It has demonstrated how the teachers' role is essential in this respect, even at the
university level where there are assumptions that students have acquired independence in
their language learning. Finally, it has identified specific implications both for teaching
and future research.
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Citation

Alowimer, S. An empirical study of dictionary use by Saudi EFL learners at university level with reference to major and gender. (Thesis). Salford : University of Salford

• Thesis Type: Thesis
• Deposit Date: Oct 3, 2012
• Award Date: Jan 1, 2010