INTRODUCTION
Introduction
Mastering English has become essential for Vietnamese students, as it was the most spoken language in 2021 Since 1982, English has been a mandatory subject in Vietnam's general education curriculum, reflecting its importance during the country's economic reform.
To enhance English learning for students, it is essential to focus on effective support methods With advancements in technology, various tools have been developed, including online dictionaries Research over the past three decades indicates that dictionaries significantly aid students in discovering unfamiliar words, thereby improving their vocabulary and reading comprehension (Hulstijn, Holander, & Greidenus, 1996; Knight, 1994; Luppescu & Day).
Online dictionaries have significantly outpaced traditional references, becoming the preferred choice for learners seeking word meanings (Lan, 2005; Al-Jarf, 1999) This research aims to explore the perspectives of ATC students regarding the impact of online dictionaries on their English reading It will assess which publishers' dictionaries they trust and identify potential areas for technological or content improvement.
Background of the study
The Third Industrial Revolution, which began in the mid-20th century, has transformed our daily lives through innovations like the Internet, personal computers, and smartphones These advancements have not only enhanced communication and entertainment but have also significantly impacted how younger generations study, particularly through the use of online dictionaries Favored by foreign language learners, especially "digital natives" who are accustomed to technology, online dictionaries offer features such as audio pronunciation guides and user-friendly search options Despite extensive research on the effectiveness of online dictionaries globally, there is a lack of studies focusing on Vietnamese students' perspectives and usage habits Recognizing this gap, the author aims to explore the perceptions of online dictionaries in reading English academic content among peers at the Faculty of Foreign Language, Banking Academy of Vietnam, believing that the findings will benefit both students and lecturers in their English learning and teaching endeavors.
Objectives of the study
This research explores the diverse perceptions of students from the Faculty of Foreign Languages at the Banking Academy of Vietnam regarding the use of online dictionaries for reading English academic materials The study addresses three key questions to understand these perceptions better.
1 How do ATC students use digital dictionaries while reading?
- Their reliance on digital dictionaries when reading academic texts
- Their aims when exploiting digital dictionaries for academic reading purposes
- Their trust in their online dictionaries of choice
2 Which online dictionaries do they usually browse and the reasons behind their choices?
3 What are the drawbacks that online dictionaries still have yet to improve and features of a favorable electronic dictionary in their perspective?
Significance of the study
This study aims to enhance the understanding of the Faculty of Foreign Languages regarding how students utilize electronic dictionaries to improve their English reading comprehension both in class and at home As a student-led initiative, the research focuses on the online-dictionary-assisted word definition searching process among ATC students while they engage with homework and study materials The author believes that valuable insights into effective e-dictionary usage can be uncovered and shared with peers Previous research by Bower and McMillan (2007) indicates that many students are unaware of useful features in their e-dictionaries, suggesting that the findings of this study could be beneficial The researcher hopes to encourage faculty lecturers to promote the use of e-dictionaries during lectures and self-study, thereby aiding students in vocabulary acquisition and reading comprehension To the best of the author's knowledge, this is the first study of its kind conducted at the Academy and in Hanoi, and it is an honor to contribute to the Banking Academy of Vietnam library’s graduation thesis section for future students.
Foreign Languages’ fourth year students to browse for inspiration, information and ideas for their own theses.
Scope and limitations of the study
The research will focus on a small group of currently enrolled students from the Faculty of Foreign Languages at the Banking Academy of Vietnam, all of whom have studied English as a compulsory subject since K-12 and are now majoring in English for Finance and Banking A sample of 50 students will be selected from this population Given the specific focus on ATC students and the limited timeframe for the research, this modest sample size is considered acceptable.
This study focuses exclusively on reading activities facilitated by electronic dictionaries, which can enhance writing skills and assist with translation Here, "reading activities" refers specifically to academic reading aimed at fulfilling specific purposes, such as reviewing study materials to meet upcoming homework deadlines.
This study examines online dictionaries, including websites such as the Oxford Learner’s Dictionary and Cambridge Dictionary, as well as built-in tools like Google Translate and Google Dictionary, all of which require an internet connection The research will focus on both monolingual and bilingual dictionaries to understand the preferences of ATC students.
The limited duration of this research may affect its credibility, and the small sample size suggests that the findings may not be applicable to a broader population, such as students from all faculties at the Banking Academy or other English programs in Hanoi This study primarily examines the perceptions of ATC students regarding online dictionaries, relying on their subjective experiences and opinions, which may be less reliable than quantitative data like end-of-term grades Individual perspectives on what constitutes a positive or negative experience can vary significantly Nonetheless, the aim of this research is to explore participants' in-depth thoughts on e-dictionaries rather than assess their effectiveness in improving vocabulary Additionally, the diverse levels of English reading competency among participants, inherent in any educational setting, should be acknowledged as a variable in the study.
Definition of terms
Dictionary, according to Macmillan Dictionary, implies a source of reference which includes words arranged in alphabetical order along with their definitions, uses in sentences, and pronunciations
An online dictionary is a digital version of traditional dictionaries that can be accessed via the internet using a web browser on computers or mobile devices.
REVIEW OF RELATED LITERATURE
Literature review
Research over the past three decades has highlighted the significant impact of online dictionaries on language learning (Chappelle, 1997; Felix, 2005) Studies indicate that learners prefer using online dictionaries more frequently than other digital resources, such as social media and language apps (Ma, 2017; Levy & Steel, 2013; Levy & Steel, 2015) E-dictionaries are particularly beneficial for foreign language learners during writing and reading tasks (Jin & Deifell, 2013), suggesting a bright future for their continued use They have been shown to enhance reading comprehension and vocabulary acquisition, often surpassing traditional paper dictionaries (Knight, 1994; Koga, 1995; Laufer & Hill, 2001) Chen (2011) found that e-dictionaries significantly improve vocabulary retention compared to paper-based options Furthermore, they can elevate intermediate readers' comprehension to that of advanced learners (Wang, 2011) Leffa's 1992 study revealed that online dictionaries enable learners to understand nearly 40% more material while saving time compared to conventional dictionaries The advanced features of web-based dictionaries provide instant access to extensive grammatical and lexical information, including detailed definitions, examples, and pronunciation aids (Prichard, 2008).
While online dictionaries are recognized for their efficiency, most research has primarily compared them to traditional paper dictionaries, focusing on how they retain the positive attributes of their predecessors (Ma, 2019) Previous studies have emphasized the advanced features of online dictionaries, affirming their role as modern successors to pocket dictionaries, yet they have largely overlooked students' perspectives (Hamouda, 2013) Additionally, there is a lack of research on learners' habits when using online dictionaries, particularly in the context of reading activities (Le & Dao, 2019).
Theoretical and Conceptual framework
This study investigates ATC students' perceptions of online dictionaries while reading English materials for academic purposes It begins with the research rationale, questions, and background information, outlining the author's reasoning, study scope, limitations, significance, and objectives A comprehensive review of past research on online dictionaries is provided, followed by a survey involving 50 participants from the Faculty of Foreign Languages at the Banking Academy of Vietnam, exploring students' behaviors and experiences with e-dictionaries, including usage frequency and preferences The research methodology and data collection methods are detailed before presenting the findings The paper concludes with a discussion and suggestions for enhancing ATC students' utilization of online dictionary resources.
RESEARCH METHODOLOGY
Locale of the study
The Banking Academy of Vietnam, established in 1961 by the Prime Minister, aims to train the next generation of bankers after students complete their compulsory education It was renamed in 1998 and officially recognized as a non-business unit by the National Bank’s Governor on January 12, 2004, under Decision No 48/2004/QD-NHNN The Academy, located in Hanoi with sub-branches in Bac Ninh and Phu Yen, operates under the direct management of the National Bank and the Ministry of Education and Training Currently, it serves approximately 16,000 students across various majors.
Address: 12 Chua Boc Street, Dong Da District, Hanoi, Vietnam
On November 13, 2008, the Faculty of English for Banking and Finance, now known as the Faculty of Foreign Languages, was established at the Banking Academy of Vietnam To enroll, students must have foreign language proficiency as part of their admission scores and have completed their K-12 education with English as a mandatory subject The faculty aims to equip students with essential knowledge in Banking and Finance, offering a curriculum that includes multiple credit classes focused on English language skills and Economics, all delivered in English The Academy ensures that English major students have access to modern facilities, including projectors, speakers, and a laboratory for Consecutive Interpretation classes.
Faculty’s lecturers are mindful of incorporating computer assisted language learning tools in their on-site lectures.
Research design
A survey research design is deemed most appropriate for this study, as it effectively examines participants' perceptions, views, and practices (Creswell, 2012) The design is characterized as exploratory, utilizing both qualitative and quantitative questions in a questionnaire distributed to a small sample Denscombe (2014) emphasizes that a key aspect of surveys is the in-depth study of subjects, underscoring the necessity for a close examination of the individuals or objects of interest This makes the survey design particularly fitting for the research, while still retaining common features found in representative studies.
Data gathering procedure
The research utilized a self-designed questionnaire as its primary data collection tool, created by the author using Google Forms and approved by her instructor within three days Following its completion, the author distributed the survey link to selected participants and encouraged them to share it within their social networks, ensuring that new respondents met the criteria of being students from the Banking Academy of Vietnam’s Faculty of Foreign Languages.
Population and Sample description
The whole currently enrolled students of the Banking Academy of Vietnam’s Faculty of Foreign Languages, from class of 2021 to class of 2024, have made up this research’s population
3.4.2 Sample and the Sampling process
The study utilized a sample size of 50 individuals, as recommended by Martyn Denscombe in his book, *The Good Research Guide for Small-Scale Social Research Projects* (2014) Denscombe emphasizes that there are no strict rules for determining sample sizes in small-scale exploratory research, allowing for flexibility based on the research context.
Two non-probability sampling techniques were employed in the stage of sample forming for this study’s survey, which were purposive and snowball sampling As Denscombe
Purposive sampling is a method where researchers select specific individuals based on their knowledge and experience related to the study, ensuring high-quality information for exploratory research This approach allows for a diverse representation of participants, including various years of study, gender, and English competency, making the sample somewhat representative However, relying solely on the author's social circle would not provide a sufficient sample or ensure the validity of the analysis To address this, snowball sampling was employed, where initial participants referred potential respondents, adhering to the study's criteria.
Research instrument
The research utilized a single questionnaire for data collection, inspired by the study on students' perceptions of online dictionaries by Le Thi Kieu Van and Dao Thi Minh Thu (2019) This questionnaire focused on the experiences of ATC students using e-dictionaries while reading English academic materials English was chosen as the survey language, targeting English major students It comprised 8 questions, including 1 multiple-choice question regarding students' year of study and 3 questions about their habits in using online dictionaries, allowing multiple answers for a comprehensive understanding of their opinions Additionally, a semi-open question was included for respondents to provide their own insights, along with 1 question utilizing the Likert scale.
The questionnaire included a rating question and an inquiry about participants' feelings regarding the key features of a favorable digital dictionary An open-ended question at the end invited participants to share their opinions on the strengths of the online dictionaries they currently use compared to others, as well as beneficial features that should be highlighted Additionally, they were encouraged to suggest functions they would like future online dictionaries to include While earlier questions aimed to gather stylized, quantitative data, the final question sought more raw, unfiltered personal responses to capture the diversity and complexity of participants' perspectives This approach ensured the collection of both qualitative and quantitative data.
Statistical treatment
This research utilized a questionnaire to collect both qualitative and quantitative data The subsequent sections will outline the treatment of each question along with the corresponding responses gathered.
The first question in the survey was a closed question that inquired about the respondents' year of study, ranging from freshman to senior year Similarly, the subsequent question also required participants to specify the types of internet-connected devices they use to access online dictionary websites The data collected from these two questions is classified as nominal data, consisting of pre-formatted words or phrases While this information offers background on the participants, it provides limited opportunities for statistical analysis when compared to other data sources.
Questions 4, 5, and 7 were designed to collect ordinal data Question 4 asked participants to rate the frequency of their use of online dictionaries while reading academic material in English, based on six statements The following question presented seven potential purposes or habits for consulting a digital dictionary, with a scale from strongly disagree to strongly agree for participants to express their opinions Question 7 utilized a different format, featuring a four-point scale that asked respondents to rate the importance of seven features that would enhance their online dictionary experience As noted by Denscombe in his 2014 book, ordinal data, like nominal data, is based on counts attributed to different groups, but with a clear hierarchical relationship This ordering allows for comparisons between groups, indicating higher or lower positions The use of questions requiring responses on a five-level scale, known as the Likert scale, exemplifies the common application of ordinal data.
The questionnaire included one open-ended question, number 8, where participants were invited to share their thoughts on the strengths of the online dictionaries they used compared to others, as well as any features they believe should be highlighted or desired functions for future versions To analyze the responses, content analysis was selected for its flexibility and capability to break down information into manageable units for categorization and frequency measurement According to Denscombe (2014), content analysis is notable for its ability to quantify textual data and typically follows a clear and rational protocol.
The remaining questions were semi-open, allowing respondents to provide nominal data and include an "other" option for personalized answers This format was chosen to give participants ample opportunity to express their views alongside selecting from existing options Specifically, question 3 asked students to identify their favorite online dictionaries, while question 6 prompted them to discuss the less desirable features of digital dictionaries.
Year 1/ Freshman Year 2/ Sophomore Year 3/ Junior Year 4/ Senior
FINDINGS AND DISCUSSION
Participants
The research sample consisted of 50 ATC students, with a significant majority, 70% (35 students), being in their final year at the Banking Academy of Vietnam This predominance is attributed to the researcher being a senior herself, which likely influenced the selection of peers for the survey and the subsequent participants added through snowball sampling Additionally, the sample included 16% (8 students) in their third year, 10% (5 students) in their second year, and 4% (2 students) as freshmen, ensuring representation from all academic years, though the distribution was notably imbalanced.
Chart 2: Devices of choice to visit online dictionary sites
ATC student’s habit and perspective while employing e-dictionaries in
The study aimed to investigate how students from the Banking Academy of Vietnam, Faculty of Foreign Languages, utilize e-dictionaries for academic reading According to the survey results presented in Chart 2, 86% of respondents, or 43 students, preferred using smartphones, making it the most popular choice Laptops followed as the second choice, favored by 62% of the participants, with 31 out of 50 respondents selecting this option In contrast, desktops were the least favored, with only 4 students (8%) using them to access digital dictionaries.
The statistics presented above are slightly similar to the findings in a previous study (Jin
A recent study on students from the Faculty of Foreign Languages reveals a shift in device preference for accessing dictionary sites, with smartphones surpassing laptops by 24% This trend is attributed to the convenience smartphones offer, particularly in an environment like the Banking Academy of Vietnam, where internet access is limited Students can easily connect to the internet through cellular data plans, while laptops require a Wi-Fi connection, making smartphones the more practical choice This finding aligns with the conclusions drawn by Le and Dao in their 2013 research.
4.2.2 ATC students’ habit and purposes when employing online dictionary websites in reading academic themed material in English
The bar chart above illustrates the responses to question number 4 from the survey, which aimed to understand ATC students' behavior when they encounter unfamiliar words while reading academic English content Notably, the most common response indicated that students sometimes face this challenge.
Always Usually Sometimes Rarely Never
CA ME A CR O SS DI CT I O N A RI ES MA X I MUM 2
L O O K I N G UP A DI CT I O N A RI ES
A total of 50 respondents participated in the survey, revealing that the number of students who chose "rarely" and "never" combined was equal to the number who selected "always" or "usually." This indicates a significant reliance on digital dictionaries among peers When asked if they attempted to define new words before consulting online dictionaries, 31 participants indicated they often did, while a similar number reported low frequency in using dictionary websites immediately upon encountering unfamiliar terms However, a correlation between the use of multiple online dictionaries was less clear, with 15 respondents stating they rarely or never used more than two, contrasting with 19 who often accessed three or more dictionaries for academic reading Regarding preferences for monolingual versus bilingual e-dictionaries, 16 students preferred "sometimes," followed by 13 for "usually." Overall, 38 participants favored bilingual dictionaries, representing nearly 80% of the sample size.
The results of the fifth survey question, illustrated in Chart 4, reveal how students from the Faculty of Foreign Languages utilize dictionary websites and their objectives in doing so Overall, participants expressed a strong level of agreement and satisfaction with all the categories presented.
The only class to receive more than 9 down votes was the word's origin, root, and affixes group, which garnered 11 disapproving choices Additionally, this classification received the highest number of neutral responses, with a mode of 24, indicating a significant frequency of neutral feedback.
A significant 72% of participants expressed agreement with the importance of checking vocabulary definitions, with 36 individuals supporting this action Notably, 17 participants selected "strongly agree," marking it as the most favored response and surpassing the next option by 7 votes This practice of exploring the meanings of unfamiliar words emerged as the most common among respondents, followed closely by checking example sentences and identifying appropriate meanings in context, each receiving 34 votes The latter saw a slight preference for checking definitions over contextual meanings The remaining activities—finding synonyms or antonyms, examining phrase combinations, and learning parts of speech—exhibited similar response patterns.
The number of participants expressing agreement in these groups varied between 24 and 28, with a narrow margin of just 3 votes between them Similarly, the count of individuals adopting a neutral position in response to these three groupings reflected a comparable trend.
CHART 4: ATC STUDENTS' PURPOSES/HABITS WHEN UTILIZING ONLINE DICTIONARIES WHILE READING ENGLISH ACADEMIC CONTENT.
Strongly Agree Agree Neutral Disagree Strongly Disagree
Identifying new words is essential for enhancing vocabulary and understanding their meanings This involves examining suitable examples, collocations, and definitions, as well as exploring synonyms and antonyms Additionally, analyzing the origin and root of words, along with their usage in context, can significantly improve reading comprehension and learning.
A survey of ATC students reveals a significant reliance on online dictionaries, with 40% of respondents indicating they usually or always consult these resources, while another 40% do so occasionally In contrast, 60% of Faculty of Foreign Languages students reported that they typically guess the meaning of unfamiliar words before turning to e-dictionaries, suggesting they employ a strategy of deriving word meaning from context.
In academic reading, learners often infer the meanings of unfamiliar terms from surrounding recognized words, a technique highlighted by various studies (Paribakht, 2004; Qian, 2004; Ying, 2001) A survey revealed that 44% of ATC students frequently consult more than two online dictionaries for explanations of new vocabulary, reflecting concerns about the reliability of these resources Research by Jin et al (2013) indicated that while students generally view online dictionaries positively, they often find the information inadequate and lacking in context Consequently, students tend to use multiple online dictionaries alongside other tools, like online translators, to maximize the benefits of convenience while addressing the shortcomings of certain dictionaries Additionally, the preference for bilingual over monolingual dictionaries among Faculty of Foreign Languages students aligns with previous findings (Koren, 1997; Schmitt, 1997) Ma (2019) supported this preference, noting that bilingual dictionary apps are favored by language majors for their efficiency in quickly conveying meanings.
The research highlights the diverse intentions of Faculty of Foreign Languages students when utilizing online dictionaries, as illustrated in chart number 4 While the author initially anticipated that students primarily seek definitions and context-specific meanings for academic reading, the findings reveal that their expectations extend beyond these aspects ATC students desire a richer experience with each click on a word's entry page, looking for more than just lexical forms and definitions, thereby supporting previous studies (Christianson, 1997; Gonzalez, 1999; Lew, 2011).
4.2.3 ATC students’ dictionary websites of choice and the reasons behind their pick
Chart 5 illustrates the online dictionary preferences of students from the Faculty of Foreign Languages, based on responses to question number 3 in the survey Participants could select multiple websites and suggest additional favorites not listed Notably, ozdic.com emerged as the most favored e-dictionary among the options presented in the bar chart.
A total of 50 responses were collected from Respondent number 18, with two nominations, TFlat and Reverso Context, excluded due to TFlat's availability only as a mobile app and Reverso Context's lack of support for the Vietnamese language The participants' selections were organized in descending order and categorized into bilingual and monolingual online dictionaries, with the top five being bilingual Most respondents, specifically 35 individuals, selected between 2 to 4 options, while the three most recognized dictionary sites were Google Translate, Cambridge Dictionary, and Oxford Learner’s Dictionaries, which dominated the rankings by a significant margin, with a 13-vote gap between Oxford Learner’s Dictionaries and the next contender, Thesaurus.com.
The study gathered opinions from ATC students regarding their favorite online dictionaries and desired features for future digital dictionaries Cambridge Dictionary emerged as the top choice, receiving 12 recommendations due to its reliability, extensive sample sentences, and user-friendly design Notably, respondents highlighted its unique features, such as the ability to switch between monolingual and bilingual modes and a vocabulary blog that engages users with relevant articles Oxford Learner’s Dictionaries followed closely with 7 mentions, praised for its clear definitions, inclusion of slang, a vocabulary classification system beneficial for standardized exams, and highlighted collocations One respondent even claimed it surpasses Cambridge Dictionary in the number of sample sentences provided Other dictionaries mentioned include Globse and Merriam-Webster, reflecting a diverse range of preferences among participants.
CONCLUSION AND RECOMMENDATION
Conclusion
This research paper explores the perceptions of Faculty of Foreign Languages students at the Banking Academy of Vietnam regarding the use of online dictionaries while reading academic texts in English The findings from the questionnaire align consistently with previous studies conducted by senior researchers, highlighting the significance of online dictionaries in academic reading.
This study confirms that laptops and smartphones remain the most popular devices for accessing dictionary sites It reveals that ATC students often determine word meanings based on context before verifying with online dictionaries Participants tend to use multiple e-dictionaries to find the most accurate definitions while minimizing the decontextualized effects of these resources Bilingual dictionaries are the preferred choice among users, aligning with previous research Additionally, Google Translate emerged as the top choice for Faculty of Foreign Languages students, consistent with earlier findings.
In a study by Le et al (2019), respondents highlighted the popularity of Cambridge Dictionary and Oxford Learner’s Dictionaries, noting the features they appreciate in their frequently used online dictionaries ATC students also expressed their preferences, discussing the valuable aspects of digital dictionaries and suggesting improvements for future e-dictionary designs, particularly addressing the shortcomings that still need to be resolved.
Recommendation
This exploratory research highlights the perspectives and habits of foreign language major students regarding the use of online dictionaries for reading English academic content The study recommends notable dictionary websites, including the well-known Cambridge Dictionary and Oxford Learner’s Dictionaries, while also introducing lesser-known resources like tracau.vn, ozdic.com, eJoy English extension, and Google Dictionary Key recommendations for developers include enhancing word entries for contextual relevance, creating user-friendly interfaces with minimal distractions, and integrating various dictionary functions into a single platform The author expresses hope for the future development of e-dictionaries and encourages further research on students' use of online dictionaries in diverse contexts, acknowledging the limitations of the current study's sample size and timeframe.
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ATC Students' Perception of Using Online Dictionaries in the Context of Reading
Pham Hue Linh, a student from K20ATCB at the Banking Academy of Vietnam, is currently developing a questionnaire to collect data for her undergraduate thesis This research focuses on understanding the diverse perceptions of students from the Faculty of Foreign Languages regarding the use of online dictionaries when reading English academic materials The study aims to address three key questions related to this topic.
1 Which online dictionaries do they usually browse and the reasons behind their choices?
2 How do ATC students use digital dictionaries while reading academic contents in English?
3 What are the drawbacks that online dictionaries still have yet to improve and features of a favorable electronic dictionary in their perspective?
By participating in this survey, you consent to the author using your responses solely for her research purposes, ensuring your identity and personal information remain anonymous Any specific mention of your answers in the paper will be referenced as Respondent number # For any issues encountered while completing the survey, please reach out to the author at huelinh@bav.edu.vn.
In this survey, "online dictionaries" refer specifically to digital dictionaries accessible via internet-connected devices, excluding offline mobile applications like the TFlat app It is important to note the context in which these online dictionaries are utilized.
When you are reading English academic materials, not reading leisurely, writing essays and so on Thank you for your attention
2 Which device would you usually use to visit online dictionary sites?
3 Identify the online dictionaries that you mainly use while reading academically You are free to choose as much as you would like, but remember to pick out what you do use You are also welcome to add your preferred online dictionaries if you do not see them in this list
Google Translate (https://translate.google.com)
Laban Dictionary (https://dict.laban.vn)
Tra Từ (http://tratu.soha.vn)
Vietnamese Dictionary (https://vdict.com)
Từ điển Glosbe (https://vi.glosbe.com)
Google Dictionary (available as a built-in service in Google Chrome)
Cambridge Dictionary (https://dictionary.cambridge.org)
Oxford Learner's Dictionaries (https://www.oxfordlearnersdictionaries.com)
Macmillan Dictionary (https://www.macmillandictionary.com)
Merriam-Webster Dictionary (https://www.merriam-webster.com)
Longman Dictionary of Contemporary English Online (https://www.ldoceonline.com)
Thesaurus.com (https://www.thesaurus.com)
4 Choose the options that resonate with you best: When I come across a new word while reading English academic material,
Always Usually Sometimes Rarely Never
I hardly, if not never use online dictionaries to look up new vocabulary
I make an effort to guess the meaning of the word before opening an online dictionary
I look up its definition as soon as I came across it
I use more than 2 online dictionaries when I'm looking up a new word
I look up the word's definition in maximum 2 online dictionaries
I would favor bilingual online dictionaries over monolingual ones
5 Identify your purposes or habits when utilizing online dictionaries while reading English academic content
Agree Neutral Disagree Strongly disagree
Pinpointing a suitable meaning for a word in the context of my reading material
Finding a word's synonyms or antonyms
Consulting examples of word usages
Reading about the word's origin, root and affix analysis
Identifying its part of speech
6 What would you consider the drawbacks of online dictionaries? You can choose multiple answers here You are encouraged to add any other answers you can think of
Chances of being distracted/ interrupted by advertisements or other contents available on the internet
Eye strain from staring at a screen after a long period
Online dictionaries being banned in examinations (for example: translation exams)
7 Please grade the importance of these features in a favorable online dictionary from your own perspective
An easy-to-navigate web design
Concise explanation to any word's meanings
Sample sentence for each different meaning of a word in varied contexts
Quick transition from the entry of one word to another by clicking
Games for on-the-spot vocabulary practicing
8 Kindly share what you think of as strong points of the online dictionaries you are using compared to other ones available out there, or their beneficial features that you think more of our friends should be aware of Remember to mention the name of your preferred e-dictionaries Alternatively, you can write about other functions you would love for online dictionaries to have in the future too
Turnitin Báo cáo Độc sáng Đã xử lý vào: 23-thg 5-2021 12:50 +07 ID: 1590321345 Đếm Chữ: 8115 Đã Nộp: 1
ATC Students' Perception of Using Online Dictionaries in the Context of Reading English Academic Materials Bởi Huệ Linh Phạm
1% match (ấn phẩm) Thinh Hoang, Mark Wyatt "Exploring the self-efficacy beliefs of Vietnamese pre- service teachers of English as a foreign language", System, 2021
In today's global landscape, proficiency in English is essential for Vietnamese students, as it is the most widely spoken language, according to Statista.com in 2021 Since 1982, English has been a mandatory subject in Vietnam's general education curriculum, reflecting its importance during the country's economic reform (Hoàng Văn Vân, 2008).
To effectively support students in learning English, it is essential to focus on innovative tools, particularly online dictionaries With advancements in technology, these resources have become invaluable for students, enabling them to look up unfamiliar words and gradually enhance their vocabulary and reading comprehension Research over the past three decades has consistently shown the significant benefits of dictionary use in language learning.
Online dictionaries have emerged as the preferred method for learners to search for word meanings, significantly outpacing traditional resources (Lan, 2005; Al-Jarf, 1999) This research aims to explore the perspectives of ATC students regarding the impact of online dictionaries on their English reading skills, the publishers they trust, and potential areas for technological or content improvement Since the onset of the Third Industrial Revolution in the mid-20th century, innovations like the Internet and personal devices have transformed not only communication and entertainment but also the educational landscape Online dictionaries, a modern adaptation of traditional paperback versions, have become particularly popular among young language learners in schools and colleges.
Digital natives, as defined by Prensky (2001), are individuals who have been using high-tech products from a young age Similar to the extensive research conducted on the effects of paper dictionaries on language learning, there is a growing need for further studies to understand the impact of technology on learners' educational experiences.
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During the time of implementing this graduation thesis with the title: “ATC
In her study titled "Students' Perception of Using Online Dictionaries in the Context of Reading English Academic Materials," Pham Hue Linh demonstrates exceptional effort, competence, and enthusiasm She maintains consistent communication with her supervisor, contributing to the success and high feasibility of her research.
I would highly appreciate her results achieved after researching this topic At the same time, I hope this thesis should be further developed in other scientific constructions in the future