Enhancing Vocabulary Learning and Recall through Monolingual and Bilingual Electronic Dictionary

The present study investigated the effects of monolingual and bilingual electronic dictionary on EFL learners‘ vocabulary learning and recall. Seventy out of ninety EFL students took part in the present study. They came from two intact classes of academic learning language in a private institute in Mazandaran Province. The participants were at the pre-intermediate level selected based on the results of an Oxford Placement Test (OPT). They were randomly divided into two different groups: (two experimental groups: a) monolingual electronic dictionary (N=35) and b) bilingual electronic dictionary (N=35). The first experimental group installed the Oxford Dictionary and the second experimental group installed the Fast Dictionary. After reading and finding the words, the learners had to answer the teacher‘s questions about the text. The questions were based on the meaning of the words, comprehending the text, pronunciation, etc. The results of One-way ANOVA demonstrated that there was a significant difference in the post- and delayed post-tests of both groups in vocabulary learning and recall; however, the bilingual dictionary group outperformed the monolingual dictionary group in both vocabulary learning and recall.

Keywords:

Monolingual Dictionary , Bilingual Dictionary , Vocabulary Learning , Vocabulary Recall