The Effects of Using a Bilingualized Dictionary on EFL Learners’ Vocabulary
Bibliographic record
Abstract
Dictionaries have been integrated into vocabulary activities in different classrooms within the context of learning English as a foreign language (EFL). This study investigates the effects of using bilingualized dictionaries on EFL learners’ vocabulary. A mixed-method design that comprises a vocabulary exercise in a pretest, posttest and delayed posttest protocol in addition to interviews was employed with participants from the State of Kuwait. Participants included 52 female students, from which six students agreed to participate in semi-structured interviews to reflect on their experience of learning vocabulary. The results showed that a bilingualized dictionary significantly improved students’ vocabulary at both posttests, though the improvement decreased from the first posttest to the delayed posttest. The results could be interpreted according to the involvement load hypothesis (ILH; Laufer & Hulstijn, 2001), which is founded on three pillars: need, search and evaluation. Participants’ views and reflection on the process of learning vocabulary, particularly when using the bilingualized dictionary, combined with the findings of quantitative tests, could inform vocabulary teaching in the EFL context.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".