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

本研究旨在探讨使用在线综合词典对学习者从语境中猜测意义的能力的影响。在2022财年，共有164名英语专业一年级学生参与了这项研究，他们进行了多达40万字的泛读。在ER期间，通常建议禁止或至少尽量减少使用字典。然而，由于最近在在线ER应用程序Xreading中添加了集成字典，学习者现在可以在阅读时无缝地访问定义。三个治疗组可以使用这个综合词典，而三个对照组没有。在研究开始时，学生们完成了一份关于他们最喜欢和最不喜欢的阅读策略的调查。在最受欢迎的策略中，学生们报告说他们几乎总是或经常猜测未知单词的意思并使用上下文线索。对所有组的学生进行治疗前和治疗后的测试，以确定他们从周围环境中猜测意义的能力是否有变化。在完成了前后测试的学生中，除了一组学生外，其他所有学生在这项能力上都有了更大的提高，而且所有治疗组的学生都比对照组的学生有了更大的提高。

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.