Abstract

Many studies point to the importance of dictionaries in learning. Studies of dictionary use by Saudi learners have all been conducted in Saudi Arabia and have primarily focused on the purposes for which dictionaries are used and the skills needed by learners. This study examined the perceptions of Saudi learners regarding the role of dictionary use in their learning. Ten Saudi students completed a series of tasks based on a short reading passage. They were permitted to use electronic or paper monolingual and bilingual dictionaries while completing the tasks. Then, an individual semi-structured interview was conducted with each participant. Data analysis revealed that electronic dictionaries (mainly bilingual ones) were perceived by participants to enable them to find meanings quickly and with minimal effort, as well as allow them to hear how the words are pronounced. However, the participants indicated that they did not perceive such dictionaries to facilitate learning and retention of new vocabulary, and that they are often misleading. Performance data from the comprehension and production tasks offered limited support for these views. Alternatively, participants regarded monolingual dictionaries as superior to bilingual dictionaries in terms of supporting learning improvement, promoting word retention, and encouraging ‘thinking in English’.

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