The ability to make good use of mobile dictionary applications (apps) is a key factor of autonomy in language learning. This study investigates how L2 learners use dictionary apps to become autonomous learners when engaging in mobile assisted language learning (MALL). A questionnaire was designed to collect data from more than 200 university students to explore second language (L2) learners' personal experiences with mobile dictionary apps. The results show that dictionary apps not only facilitate students' academic studies, but also become essential to these students' successful language learning. Students enjoy the autonomy of choosing which dictionary app to use, as well as when and where to do so. However, discrepancies exist between the dictionary functions learners use and those they desire, suggesting that future apps could integrate more functions to better fit learners' needs and help them become autonomous. Some pedagogical implications are proposed to improve learner autonomy with regard to using mobile dictionary apps. Copyright © 2022 IGI Global.
|Title of host publication||Emerging concepts in technology-enhanced language teaching and learning|
|Editors||Bin ZOU, Michael THOMAS, David BARR, Wen JIA|
|Place of Publication||Hershey|
|ISBN (Print)||9781799889816, 1799889815, 9781799889823|
|Publication status||Published - Jan 2022|
CitationMa, Q., & Yan, J. (2022). How do university L2 learners make use of mobile dictionary apps to become autonomous learners? In B. Zou, M. Thomas, D. Barr, & W. Jia (Eds.), Emerging concepts in technology-enhanced language teaching and learning (pp. 177-199). Hershey: IGI Global.
- PG student publication