Do Pocket Electronic Dictionaries Influence Word Retention and Reading Comprehension? Their Effects and Mediating Factors

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This study explores the effectiveness of pocket electronic dictionaries (EDs) compared with printed dictionaries (PDs) on searching behavior, word retention, and reading comprehension. It also investigates how factors such as test formats, learners' proficiency level, and text difficulty are related to the effects of EDs. Thirty-six Japanese university students participated in the study. They read an English text and answered comprehension questions, while circling the words they looked up. They performed this task under two conditions: ED and PD. A week later, the students were given four types of vocabulary tests to assess various degrees of word retention. The findings show that the ED facilitated dictionary consultation. Moreover, the increased frequency of consultation led to improvement in reading comprehension. In particular, the low-proficiency students benefited greatly from the use of the ED. However, dictionary type did not influence word retention significantly. Regardless of test formats, retention rates were low in both the ED and PD conditions. A major factor mediating the effects of the ED on reading comprehension appeared to be the text difficulty, in particular the proportion of unknown words.

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