Integrated Dictionary Usage during Online Extensive Reading and its Effect on Learner Enjoyment, Confidence and Use of Reading Strategies

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This research aims to investigate the effect that use of an online integrated dictionary has on the learner's ability to guess meaning from context. In FY2022, a total of 164 first-year English major students participated in the study, engaging in the Extensive Reading (ER) of up to 400,000 words. During ER, it is generally recommended that use of a dictionary be prohibited or at least minimized. However, due to the recent addition of an integrated dictionary to the online ER application Xreading, learners can now seamlessly access definitions while they read. Three treatment groups had access to this integrated dictionary while the three control groups did not.At the start of the study, students completed a survey of their most and least preferred reading strategies. Among the most preferred strategies, students reported that they almost always or often guess the meanings of unknown words and use contextual clues.Pre- and post-treatment tests were also given to all groups of students to determine any change in their ability to guess meaning from the surrounding context. Of students who completed both the pre- and post-test, greater gains in this ability were found for all but one group, and greater gains were seen for all treatment groups over their control group counterparts.