Introduction

Language proficiency can be considered as a measurement of learners’ ability to acquire

the learning skills which are listening, speaking, reading, and writing (Mansure, 1982; To’aimah,

1985). Omar and Dahan (2011) stated that mastering a language adequately is to acquire the

reading skill. “Reading skill refers to the ability to spell or translate a symbol or a letter, as well

as the ability to understand the overall content of the reading material (p. 255).” The relationship

between reading comprehension and vocabulary is mutually related, which vocabulary is a visual

and direct reflection of the reading comprehension (Tsai, 2017). In both first language (L1) and

second language (L2), many researches stated that vocabulary knowledge plays a significant and

complex role in the second language reading comprehension (Grabe, 2008; Koda, 2005).

With the rapid growth of technology, mobile learning devices develop into a new

generation. The lack of sufficient vocabulary can be solved by mobile-assisted language learning

(MALL), Comparing to the other technology gadgets, mobile phones are wide used in academic

contexts due to the cheap price and portable. Nowadays, many researches show the popularity of

applying mobile phones in the classroom. As Keegan (2002) stated, “mobile learning is a

harbinger of the future of learning” (p. 9). It makes a great amount emergence of electronic

dictionaries (e-dictionary) and electronic dictionary users (Steel & Levy, 2013). E-dictionary can

be divided into three forms (Pasfield-Neofitou, 2009; Toyoda, 2016), word dictionaries,

glossaries, and translators. In this case study, word dictionaries, typing the target vocabulary and

getting possible synonyms as well as other word-related information, and translators, copying

and pasting the whole text and getting its translation. Many researchers agree that the use of

e-dictionary in vocabulary learning is beneficial, and e-dictionary recently has become an

appreciated resource for vocabulary learning (Asgari & Mustapha, 2011). English as second
language (ESL) learners’ lack of vocabulary knowledge can impede their reading ability. ESL

learners are able to understand the reading context better if they are familiar with the

vocabularies; or they would feel unconfident and lower their motivation of reading English (Iwai,

2011).

This study includes two major factors: the use of e-dictionary and ESL learners’

vocabulary learning. My perception of using e-dictionary while learning vocabulary is mainly

from my own learning experience and observations in language institutions. From September

2017 to December 2017, I was placed in Mesa College to observe English 101 classroom. From

March 2018 to May 2018, I observed at English Language Academy (ELA) and joined some

small projects with the ESL learners. Last semester, I had four-week long sessions talking about

how to use technology in ESL classrooms, and did a project with my class member to present the

effectiveness of using technology in learning process. Now I am embedded at an advanced

reading classroom as a mentee, to assist the mentor teacher during class and help students. In

addition to learn the benefits of inviting technology in classrooms, I got to know what kind of

technology tools can be used in the ESL classrooms as two identities, being a student and being a

teacher, and what diverse needs do the ESL learners may have for either vocabulary learning or

e-dictionary use.

I believe this bond of two roles on me self can strengthen my awareness of in what

process that the learners need to use technology and avoiding wild technology use. When

reviewing the journey of observation and course participation, I found out that challenges and

opportunities exist simultaneously. I saw some students used the mobile phones for a whole class

and ignored whatever the teacher saying in ELA; some even listened to the music and took a

sleep in most time. However, technology can be used in appropriate ways as well. I observed
some students positively use e-dictionary to look up the words and teacher invited students to use

mobile devices as part of the classroom activity. During this semester, I, as a graduate student

without bias, had awareness of the latest trend of using technology strategies in ESL classrooms

and the status quo of students’ and teachers’ opinions towards technology in classrooms. I think

every effort will stand out and have my research be shaped in a critical way.

Statement of the Problem

One of the biggest challenges for ESL learners is vocabulary learning. The learners tend

to learn the vocabulary by two different learning methods, intentional learning and incidental

learning (Hulstijin & Laufer, 2001). In terms of intentional learning, learners are engaging in

purposeful activities for linguistic comprehension. They know they are in the processing of

learning and prepare to be taught in linguistic wise. It can be also considered as academic

purpose, in which the learners accept the aim to learn vocabulary is for academic use such as test

taking and assignment finishing. On the contrary, incidental learning means acquire an

information or knowledge accidently. This learning style is helpful when the learners’ purpose is

to learn the vocabulary for non-academic context. They can learn any word and any phrase from

communicating with others or listening from the movies.

Since ESL learners’ lack of vocabulary often impedes the development of reading in

English, they tend to use mobile gadgets to acquire related knowledge. Varieties of functions on

e-dictionary are used through ESL learners learning process such as translation, pronunciation,

example sentence, etc. Even though the vocabulary is not taught by a teacher, students are able to

use e-dictionary to look up vocabulary words. ESL learners turn to the e-dictionary due to its

efficiency and mobility. Additionally, widening ones vocabulary can be through e-dictionary.
Learners can increase their vocabulary size and enhance reading context by using e-dictionary

thus improving reading skill (Omar & Dahan, 2011). The importance of e-dictionary triggers the

questions of what features on the e-dictionary do the learners’ most use, what extent do the ESL

learners rely on using e-dictionary for vocabulary learning, and the learners’ perceptions of

learning vocabulary.

Identification of Gap

New technology has the potential to promote learning skills and have chance to enhance

English language learning methodology. Students’ effectiveness of learning English depends on

students’ English level (Ali & Ahmad, 2011). Learners who are satisfied using functions on

mobile phones, such as an e-dictionary, to assist with translations for their learning purpose are

more likely to produce creative and high quality work. However, previous researches didn’t

mention how ESL learners use e-dictionary to support their vocabulary knowledge and what

benefits and challenges do the learners see. Given the instrumental factors of affecting ESL

learners’ vocabulary learning and the limited resources of the e-dictionary use, this study aims on

filling the gap in this area and shedding lights on future e-dictionary applying in the processing

of learning.

Research Questions

1. What are ESL learners’ perceptions of the role of vocabulary in English language

learning?

2. What is the relationship between vocabulary learning and e-dictionary use?

3. What do learners see as the benefits and challenges of using e-dictionary?