California State University, San Bernardino California State University, San Bernardino CSUSB ScholarWorks CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2005 Electronic dictionaries in the ESL composition class Electronic dictionaries in the ESL composition class Rebecca Lynn Rudd Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Education Commons, First and Second Language Acquisition Commons, and the Rhetoric and Composition Commons Recommended Citation Recommended Citation Rudd, Rebecca Lynn, "Electronic dictionaries in the ESL composition class" (2005). Theses Digitization Project. 2893. https://scholarworks.lib.csusb.edu/etd-project/2893 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected].
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California State University, San Bernardino California State University, San Bernardino
CSUSB ScholarWorks CSUSB ScholarWorks
Theses Digitization Project John M. Pfau Library
2005
Electronic dictionaries in the ESL composition class Electronic dictionaries in the ESL composition class
Rebecca Lynn Rudd
Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project
Part of the Education Commons, First and Second Language Acquisition Commons, and the Rhetoric
and Composition Commons
Recommended Citation Recommended Citation Rudd, Rebecca Lynn, "Electronic dictionaries in the ESL composition class" (2005). Theses Digitization Project. 2893. https://scholarworks.lib.csusb.edu/etd-project/2893
This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected].
Use of ED Per Day 20 + 20+ 20 + 20 +Use While Reading 100% 80% 40% 30%Use While Writing 50% 80% 40% 70%Use While Speaking 0% 70% 20% 30%Use While Listening 0% 50% 0% 20%Enter word in LI 50% 80% 50% 50%Enter word in English 50% 15% 60% 50%Save or record word for future reference
No No Yes Yes
Most frequently look up words, phrases, or both
Words Both Words Words
Participant Interviews
The participant interviews provided an opportunity to
take a more in-depth look at the participants' use of EDs
and respond further to research question 1. As described
more fully in Chapter 2, some of the questions addressed
during the interviews focused on the participants' level of
use of an ED; when and why they use an ED while writing,
reading, or in other situations; their perception of the
usefulness of an ED in learning English vocabulary; and how
they approach correcting words which their teacher,
indicates they have used incorrectly. While the
participants tended to have trouble responding to open-
ended questions, their responses to my more pointed
questions offered insight i’nto their dictionary use
patterns.
51
Reasons for Electronic Dictionary Use
The participants who, as mentioned in Chapter 2, all
reported using EDs 20 or more times per day in their
Language Use Survey, noted similar reasons for their
frequent ED use, including the fact that they find the EDs
superior in efficiency and comfort to print dictionaries,
as reflected in the responses below.
Participant 1: "It's better than, you know, the book
. . . long time to find the word."
Participant 2: "I think it's really comfortable . . .
and I think it's very small, not heavy. . . Because if
I open book, I can use only Thai—it's English/English
one book. If I use digital dictionary, I can have
English/Thai, English/English, and maybe idioms
example in one."
Participant 3: "So if you use the dictionary, is not
going to take you a lot of time like a book—a
dictionary book, because it's faster."
Participant 4: "Because I don't remember the spelling
and meaning. . . This one compact—easier to carry. A
dictionary, book type, very heavy. This one
convenient."
52
Participants also indicated that they felt their EDs
was an important part of their being successful in learning
English.
Participant 1: "If I don't use this, I don't do
well."
Participant 3: "Everything depends on the situation
because sometimes we have homeworks. Like, for
example, we have to find out different words. So if
you don't know the words, you have to use it."
The participants' responses also reflected the fact
that they used an ED to find an English word to express a
desired meaning, to get a definition while reading for an
English word they do not know, or to, check the spelling of
an word they wish to use. Some examples of how
participants explained their use of EDs to find a desired
word are:
Participant 1: "I want to find some . . . words but I
don't know the words."
Participant 2: "If I don't know this, some word [in
English], I can use it to see that word."
Participant 3: "I use the dictionary because when
you're learning some new language, you don't know
everything, so you have to find out for yourself."
53
Participant 4 indicated he used an ED to check for
spelling as seen inrthe following response:
Participant 4: "Because I—I don't remember the
spelling and meaning."'
Electronic Dictionary Use While Writing
When asked whether they found using an ED helpful
while writing, the majority of the participants indicated
that they rely on them for finding necessary vocabulary for
their compositions.
Participant 1: "When I am writing and I don't know a
word, I can go [points at ED]. I want to know sky 1 ,
I write [enters on ED] sky."
Participant 3: "I try not to use a lot. I try to
guess the word first. But if the word doesn't sound
correct, or doesn't—yeah, I check. If I'm not sure, I
check."
Although he admits that his writing in English is
slow, Participant 1 believes using the ED helps him to
write faster than he would without its help.
Participant 1: "I can write pretty slow, I am slow.
But it [ED] helps me."
54
Participant 2 also indicated that her ED provided a
sample sentence using the word which she found helpful for
knowing how she could use the word in her writing.
Participant 2: "[My ED] have a example and I can
learn about example and I use—adapt for mine."
When asked about experiences when the ED did not help
while writing, generally the Participants felt that the use
of an ED did not hinder them when writing,
Participant 1: "No, it helps me a lot. Yeah. Very,
very helpful."
However, Participant 3 did mention a complaint about
EDs that he had heard from teachers.
Participant 3: "Sometimes it doesn't help you because,
like many teachers say this dictionary doesn't give
you the exactly form for the word, so sometimes you
have to find out what that word is."
Although Participant 3's opening clause suggests that he
believes that EDs are not always helpful, it should be
pointed out that he still uses his ED in 20 times per day
or more.
Another issue that Participant 4 pointed out is that
EDs sometimes provide numerous words which can make it
difficult to choose the correct one.
55
Participant 4: "Japanese word here [pointing to ED],
but have lot of word meanings [in English]—and words,
something like that. Several meaning."
Electronic Dictionary Use While Reading
In response to questions about the use of an ED while
reading, the participants all indicated that they used
their EDs to look up unfamiliar words, as seen in the
following:
Participant 3: "[S]ometimes when you're reading, you
don't know—when you don't know a lot—when it's a new
reading for you, you don't know the words and you have
to find out because if you don't find out, you don't
understand the reading."
Participants 1 and 4 also indicated that when they are
reading and do not understand a word, they do not stop and.
look it up at that time. Instead, they look up the
unfamiliar words after they have read the text all the way
through. Participant 4 reported that she tended to use her
ED to look up words that were crucial for understanding.
Participant 4 confirmed this approach to using an ED while
reading as follows:
Participant 1: ,"[T]eacher says . . . first read,
don't use dictionary and second time use your
56
dictionary. So you—you look at this, do this—you can
guess word if you don't know the word, but you can get
through. I can use the dictionary after one time."
Electronic Dictionary Use and Vocabulary Acquisition
Three of the four participants reported that using an
ED helped them to learn more English vocabulary. Use in
general—whether while reading, writing, or listening—was
seen as providing an opportunity to learn new vocabulary by
having a way to look it up when they are exposed to it.
Participant 2: "Sometime I want to know about a lot of
words ... I use this and can—I can know about words
. . . synonyms, and more and more."
The participants, when asked whether they believed
their EDs were more helpful during reading or writing,
felt that their vocabulary learning while reading was
greater than when writing.
Participant 1 stated that he always used his ED while
reading compared to about half the time while writing
and as a result, he learned more words while reading.
Participant 2: "Reading, because I can—if I have a
word I don't know I can—but reading sometimes I don't
use because I have some of words."
57
Participant 3 also pointed out, as seen below, that
because EDs often have a function that allows the user to
store new. words, she was able to learn more vocabulary.
Participant 4: "But, sometimes I have words—keeping—
they have a capture words. So sometimes I understand
the meaning. Yeah, I put in the meaning so I can
learn more English."
In contrast, Participant 3 did not think that the ED
helped him to learn more words. He felt that actually using
the language was more helpful in learning new words.
Participant 4: "Because if you practice, then you are
talking with other persons, for example. In English,
it is very different because little by little you
taking words from the TV, from the radio, from people,
from everywhere. So sometimes does help you,
sometimes not."
Participant 1 explained that he also found that his
use of an ED while listening to class lectures, where it is
difficult to stop the instructor and ask for an explanation
for a word, also helped him learn new vocabulary, as he
explains in the following:
58
Participant 1: "I don't know the words and the teacher
just teaching so—too many others in classroom. I can
find the words in Korean, so I would look up."
Electronic Dictionary Use and Word Choice Issues
Participants were asked what strategies they generally
used for finding a more appropriate word when a teacher
indicates they have used an incorrect word. Three of the
participants indicated they used their EDs to find a more
appropriate word.
Participant 1: "Just, you know, hard—it's just—then
use dictionary. Don't go teacher. . . ; I still
use this."
Participant 2: "I use digital translator."
Participant 4: "Yeah, I—sometimes I have mistake,
yeah. So, just the teacher correct my—to check out,
we use an electronic dictionary, so it not exactly
correct."
Participant 4 also indicated that teachers have
commented on the correctness of words she finds in her ED.
Participant 4: "But then she say 'oh, sometimes
electronic translate wrong word, just more correct
[referring to a word the teacher provided].'"
59
However, Participant 3 found other resources for
determining a more appropriate word for his writing.
Participant 3: "I'll ask my teacher or my family, my
uncles or my cousins. So I try to figure out first.
Problem with this is like, uh, like you don't have
everything here. So—for example, slang. You don't
have—you can't find in the dictionary slang. So
sometimes people talk with slang words, so you're like
'what?' So—and if you try to look up, you can't find
it in the dictionary, even the book, because it's
slang. Sometimes you have to ask people."
An important caveat to the successful use of EDs while
writing (or even whether students are allowed to use them),
according to one participant, is the teacher's attitude
toward them.
Participant 1: "I use the dictionary and write. She
thinks it helps because is new word to me. But next
quarter, new teacher, everything change. Depends on
teacher."
Thus, as the participant interviews generally
indicate, participants by and large found their EDs to be a
valuable tool in many facets of their learning and use of
English. Not only do some find EDs more useful than print
60
dictionaries, but they also indicate that they can be a
helpful tool for writing by providing them a way to express
their intended meaning in English within the context of
their own writing, and additionally exposing them to words
they are unfamiliar with and which they can add to their
lexicon.
Writing Samples
Writing samples from class assignments were collected
and analyzed in order to examine the lexical categories of
words participants looked up in their EDs, as well as the
extent to which they used these words appropriately in
their texts (Research question 2). Table 2 below shows the
number of words each participant indicated they had looked
up in an ED broken down by lexical category as well as the
actual words looked up. The final column indicates the
number of words that the participants looked up in their
EDs out of the total words in the writing sample. This is
then converted to a percentage.
61
Table 2. Types of Words Looked Up
Participant Nouns
Adj actives Adverbs Verbs
Prepositions Phrases
TOTAL/SAMPLETOTAL
1 0 2' 0 0 0 2
4 or 9/166= 5.42%
efficient
conjuring■
a person ofgreatcapacityExcessivelydrinking
2 3 0 ' ' . 0 0 • . 0 03/163=1.84%
rescuermalefactorsgratitude
. «
3 3 ' o . • 0 . o 0 1
4 or 5/271= 1.48%
lagoonsclimatesvarieties
j et .skiing
4 8 6 5 4 1 12
3 6 or55/649 '=8.47%
technologywelfare
generationenvironmentrefrigerator
treasureswealth
constitution,
particularenormous
military' patriotic
dirty
economic.
>...
greatlyclosely
rapidlyquickly
back
lostrevised
releasedequipped
through cell phones1 in point of electrical appliances switched to
flat TVself-defenseforcefought with complex relationships oetweenat the same timenear my house affected by nasn't completely
additional interesting question. Even though Participant 4
did the matching portion prior to the section which
required her to write an original sentence, the process of
writing out the sentences did not fully clarify her
confusion over matching the meanings for the words welfare
and particular. Indeed, after she had completed both tasks
she still asked the interviewer for clarification of the
meaning of the word welfare.
Overall the results of this study seem to indicate
that, as previous research has found, dictionary use can be
a useful tool for second language learners, particularly in
77
helping them to develop a sufficient lexicon to function
both receptively and productively (Luppescu & Day, 1993;
Knight, 1994; Laufer & Hadar, 1997). In particular, the
writing samples, and the participants' tendency to use
words found in an ED appropriately in their writing
approximately 85% of the time, should be seen as
indications that ED use can be beneficial while writing.
Implications for the Classroom
These findings may help us reconsider the attitudes of
both teachers and students regarding second language
learners using an ED while writing. When I initially
proposed the research to the teachers in the American
Culture and Language Program, they generally responded
negatively to ED use. One teacher in particular indicated
that he did not allow them in his class and that he could
tell immediately which words his students had looked up in
an ED. The teachers' concerns were that students would
find a word and just insert it, not taking into account
such aspects as the word's tense, number, gender,
conn.otation/denotation, or word form. However, ‘as the
writing samples provided from the participants in this
study indicate, by and large, students, even those not yet
78
at an advanced level, can and do use words they look up
correctly in their texts.
Further, rather.than assuming that dictionary use is
too time consuming to be beneficial, instructors should
consider providing instruction on how best to use a
.dictionary (Luppescu & Day, 1993), and, in relation to this
study, how to use electronic dictionaries while writing.
Most students are guite proficient in basic use of their
EDs and this knowledge could be supplemented with
instruction and practice in how to read entries provided by
an ED and to determine the appropriate use of a word in
their own text.
Discussed below are two activities that teachers could
use in their classroom to help student understand how their
EDs can assist them in learning and using new vocabulary.
Verbal and Visual Word Association Strategy
Eads and Cockrum (1985) devised a Verbal and Visual
Word Association Strategy to be used to help LI students in
learning vocabulary. It consists of a set of four boxes.
In one box the student writes the vocabulary word. In the
second box, the students writes a dictionary definition for
the word. In the third box, the student writes a personal
association they make to that word. Finally, in the fourth
79
box, the student writes an association of something that is
not an example of the vocabulary word. Eads and Cockrum
suggest using a modified version for second language
learners,■ who may not have the background knowledge needed
to develop a negative example, by exchanging the non
example square with one in which the students draws a
graphic representation of a visual association they make
with the word. With respect to EDs, this strategy can also
help students by providing them an opportunity to use their
EDs in an explicit learning activity focused on acquiring
knowledge about a specific word. This, then, can help them
to see the word in contexts other than the isolated entry
found on their EDs. In a variation designed specifically
for use with an ED (see Appendix E), in the first box, the
student would enter the vocabulary word in English and in
their LI. In the second box, the student would enter the
information on the word they find in their ED, including
related words and possibly collocations, resources not
often present in a print dictionary. The third box would
allow the student to make a personal association with the
word, and in the final box the student would draw some type
of graphic representation of the word. Taking the
information found in the ED and putting it in the context
80
of other information the student has about the word can
then deepen both the receptive and productive knowledge the
student has of that word.
Writing Vocabulary Log
Another strategy that could be helpful would be to
have students maintain a log of the vocabulary they look up
in their EDs while writing. I have attached a copy of an
example of a log (see Appendix F) that could be used by
students to help them in learning new vocabulary by using
their EDs when writing. First, the students write down the
target word, in either. English or their LI. They next
write out the information on the word they found in their
EDs. They then develop their own definition of the word
and/or make personal connections with the word. This is
followed by writing out the sentence in which they use the
word in their text. Finally, a space is provided on the
worksheet for them to later reflect on their understanding
of the word based upon feedback they get from the teacher,
a tutor, or peer on the use of the word. This strategy,
like the Verbal and Visual Word Association Strategy,
provides an opportunity for the student to think about the
vocabulary they are learning on multiple levels, both
outside and within the context of their own writing.
81
Additionally, it encourages reflection and self-correction
based on feedback from others on their use of the new
vocabulary word in their text.
These are just two proposed strategies for taking
advantage of EDs within the classroom writing tasks.
Ultimately, however, teachers must decide if they are going
to invest time to help students better use a tool that many
of them already use. Even those students who are not
permitted to use them in the classroom rely on them when
working independently. Based on the findings of this
study, the response to research question 4 seems to be
that, rather than banning EDs from the classroom based on
perceptions that they are not helpful, teachers should
consider how, with support, they can be used as a
beneficial part of their students' vocabulary learning.
Further Research
A longitudinal study of the retention of knowledge
about vocabulary which students look up in an ED while
writing could be fruitful, especially for informing
classroom practice. Additionally, a fuller look at how the
use of EDs influences the correct use of words across a
larger sample of student writing could be helpful in
82
guiding classroom practices that focus on vocabulary
acquisition and use. Finally, research that evaluates
classroom activities that take advantage of EDs would prove
helpful in both developing effective teaching strategies
and verifying the usefulness of EDs for vocabulary
acquisition in a classroom setting.
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APPENDIX A
LANGUAGE USE SURVEY
84
Adapted from: Goen, Porter, Swanson, vanDommelen, San Francisco State University CCCC2001: Finding Common Ground: Composition Meets ESL
Language Use Survey Name
Note: If you are a native speaker of English and do not speak any other languages (excluding those studied in high school or college as school subjects), please answer questions 1-7 only.
I. MY BACKGROUND
1. I was bom in the United States Yes_____ No_____
2. I was not bom in the United States. I was bom in____________________________what country
3. I was not bom in the Unites States, but I came here when I was:
_____ Under 5 years old_____ 6-12 years old_____ 13-18 years old_____ over 18 years old
4. English was the first language I learned to sneak. Yes No
If not English, I first learned to speak:what language
5. English was the first language I learned to write. Yes No
If not English, I first learned to write:what language
6. English was the first language I learned to read. Yes No
If not English, I first learned to read:what language
7. I am a native speaker of English. Yes No
8. I am a non-native speaker of English. Yes No
9. I speak English as a second language. Yes No
10. I am an ESL student. Yes No
11. I am bilingual Yes No
12. I am neither an ESL student, nor bilingual. I am :what best describes your language background
85
Language Use Survey, p. 2 Name______________________________________
II. MY EDUCATION
13. How old were you when you began learning English? ______ years old.
14. How many years have you been learning English? _________ years.
15. Where have you learned English? At home_____ ; At school_____ Both_____
Other__________________________________
16. If you have studied English in school, what grade were you in when you first started learning
English? ________ grade.
III. HOW I USE LANGUAGE
17. Please list in the chart what languages you know. (Don’t include languages you studied only as a school subject.) Tell how well you understand, speak, read, and write these languages by circling the appropriate number that corresponds to the following:
l=well 2= some 3= not much
Language understand speak read write
1. English 1 -2 3 1 2 3 1 2 3 1 2 3
2. 1 2 3 1 2 3 1 2 3 1 2 3
3. 1 2 3 1 2 3 1 2 .3 1 2 3
4. 1 2 3 1 2 3 1 2 3 1 2 3
86
Language Use Survey, p. 3 Name __________________________________
18. Please indicate how much you use any language other than English in the following situations by circling the appropriate number that corresponds to the following:
1= not at all 2= less than half the time 3= half the time
4= more than half the time 5= all the time
a) talking to my parentsb) parents talking to mec) talking with my brothers and sisters
d) talking at worke) talking with friends
f) reading/writing at homeg) reading/writing at schoolh) reading/writing at work
i) writing to my friends (e.g., email, letters)j) reading for pleasurek) dreaming
not at all 1 1 1
11
111
222
22
222
222
333
33
333
333
all the time 4 54 54 5
4 54 5
4 54 54 5
4 54 54 5
19. When I take into consideration all the situations where I use language (my home life, my work life, my social life, my school life, etc.), I would say that, overall, my best language is:
what language
20. When I take into consideration all the situations where I use language (my home life, my work life, my social life, my school life, etc.), I would say that, overall, I am most comfortable:
speaking ____________________what language
reading ____________________what language
writing ____________________what language
87
Language Use Survey, p. 4 Name______________________
21. How many times do you use your electronic translator per day?
□ Less than 5 times per day□ 5-10 times per day□ 10-20 times per day□ 20+ times per day
22. Of the total number of times you use your electronic translator, approximately what percentage ofthese times do you use it to help you while reading? __________ %
23. Of the total number of times you use your electronic translator, approximately what percentage ofthese times do you use it to help you while speaking? __________ %
24. Of the total number of times you use your electronic translator, approximately what percentage ofthese times do you use it to help you while writing? __________ %
25. Of the total number of times you use your electronic translator, approximately what percentage ofthese times do you use it to help you while listening? __________ %
26. What percentage of the time do you type in a word in your native language to find the word inEnglish? ______________ %
27. What percentage of the time do you type in a word in English to find the word in your nativelanguage? ______________ %
28. Once you use your translator, do you save the word or phrase in the electronic translator?□ yes □ no
29. If you answered no to question 25 above, do you write down words you have looked up with your electronic translator somewhere for future reference?
30. Which do you look up more often, words or phrases? □ words □ phrases □ both the same
88
APPENDIX B
INTERVIEW QUESTIONS
89
Interview Questions
1. How often do you use your electronic translator per day? A lot? A little?
2. Why do you use your electronic translator? In what situations do you
find it helpful?
3. Have you used a printed bilingual dictionary in the past to help you in
learning English? If so, did you use it when reading and writing? Which do you prefer;
the printed dictionary or an electronic translator? Why?
4. How does your electronic translator work? Can you show me? What
functions does your translator have? Which do you use regularly?
5. At what times when you are writing, if any, do you think that using a
translator is helpful? For example, when you organize your thoughts (brainstorming)?
Writing a rough draft? Revising?
6. At what times when you are writing, if any, do you think that using a
translator is NOT helpful? For example, when you organize your thoughts
(brainstorming)? Writing a rough draft? Revising?
j. In what ways, if any, do you think that using a translator is helpful when
reading?
8. Do you feel that you have learned more English vocabulary by using a
translator while reading? If so, why? If not, why not?
9. Do you feel that you have learned more English vocabulary by using a
translator while writing? If so, why? If not, why not?
10. Have you looked up a word to use when writing and later the teacher or a
tutor told you that it was not the correct word to use? When that happened, what did you
do to find a better word to use? For example, did you ask a friend, a tutor, or the
instructor for suggestions?
11. Do you have any other comments or experiences about using an
electronic translator that you would like to share?
90
VOCABULARY
APPENDIX C-
KNOWLEDGE ASSESSMENT
91
Vocabulary Knowledge Assessment
Part One - Matching:
1. Technology
2. Welfare
3. Environment
4. Particular
5. Treasures
a. Riches; valuable objects.
b. Relating to a specific person, idea, or item.
c. Science and engineering used in practical applications.
d. One’s general condition; well-being.
e. The air, land, water, and surroundings that people, plants, and animals live in.
Part two - Original sentences:
1) Technology
2) Welfare
3) Environment
4) Particular
5) Treasures
92
APPENDIX D
FOLLOW-UP INTERVIEW QUESTIONS
93
Follow-up Interview Questions
1. When did you write this paper?
2. Was this your first draft? Was this the first one
the teacher saw?
3. Did you look up the words you marked when you were
writing, as you were writing?
4 . Are there different reasons why you looked up some
words? Why did you look each of the words up?
5. When you looked these up, did you enter them in
your electronic dictionary in Japanese or English?
6. Does your electronic dictionary ever give you more
than one word that would be correct?
7. When you use your electronic dictionary, how
confidant are you that you are using the correct word?
8. What do you think the word welfare means?
94
APPENDIX E
VERBAL AND VISUAL WORD ASSOCIATION STRATEGY
95
Verbal and Visual Word Association Strategy
WORD GRAPHIC/PICTURE
ED INFORMATION PERSONAL ASSOCIATION
Modified from Eeds and Cockrum (1985)
96
APPENDIX F
WRITING VOCABULARY LOG
97
Writing Vocabulary LogWord inLI or English:
Electronic Dictionary Information
Explanation (in your own words)/Connections
Sentence word is used in.
Feedback
Electronic Dictionary Information
Explanation (in your own words)/Connections
Sentence word is used in.
Feedback
98
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