An Analysis of Mobile Dictionaries in Vocabulary Teaching

Masykur Masykur


In recent years, rapid developments in technology have placed books and notebooks into the mobile phones and tablets and also the dictionaries into these small boxes. Giant dictionaries, which we once barely managed to carry, have been replaced by mobile dictionaries through which we can reach any words we want with only few touches.  Mobile dictionaries with their audiovisual contents have become an important source for vocabulary teaching. Further studies are needed to use this source in a more efficient way and to benefit from it more effectively.  Starting from this point, this study elaborates on the use of mobile dictionaries in vocabulary teaching. In the first place, advantages and the limits of the use of these dictionaries in vocabulary teaching are tried to be determined students viewpoint to them and how frequently they are used. In light of the emerging data, new ways are sought to use these dictionaries as a more efficient teaching material. For this purpose, a survey was conducted to seventy-eight students of Wiralodra University Indramayu in 2016 -2017 academic year. A survey form was prepared by receiving opinion of an expert and reviewing related literature. Descriptive statistic techniques were used in the analysis of data gathered. At the end of the study, almost all students expressed that they were constantly using mobile dictionaries to learn vocabulary. Besides, students put forth the advantages and limits of them. We hope this study will make contribution to studies regarding more efficient way to use of these dictionaries in vocabulary teaching. 


Keywords: Mobile dictionaries, vocabulary teaching, dictionary applications

Full Text:



Anderson, M and K. Anderson, 2000. Research and Education, New Jersey, Practice Hall. Inc

Browne, C. & Culligan, B. (2008). Combining technology and IRT testing to build student knowledge of high frequency vocabulary. The JALT CALL Journal, 4(2), 3–16.

Butler, Susan. 2001. Assesment Vocabulary and Performance Assesment. North Carolina: NC University.

Chinnery, G. M. (2006). Emerging technologies, going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10, 9-16

Deigton, 2005. Vocabulary development: A morphological analysis. Morphograph Society For Research Children.

Doğan, Y. (2014) Yabancılara Türkçe Kelime Öğretiminde Market Broşürlerinden Yararlanma, Journal of Language and Linguistic Studies, 10(1), 89-98

El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational Technology & Society, 13, 12-21

Fauziwati, E. 2002. Teaching Of English As A Foreign Language Learner: a Guide for Teacher. New York: Regent Publishing Company. Inc

Harmer, J. 2001. The Practice Of English Language Teaching. Longman: Essex

Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, 271-289.

Rahimia, M. & Mirib, S.S. (2014) The Impact of Mobile Dictionary Use on Language Learning, Procedia - Social and Behavioral Sciences 98 ( 2014 ) 1469 – 1474

Rahimi, M., & Hosseini, F. (2011). The impact of computer-based activities on Iranian high-school students’ attitudes towards computer-assisted language learning. Procedia Computer Science, 3, 183-190.

Sharples, M. (ed.) (2006) Big issues in mobile learning. Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative. UK: University of Nottingham

Stockwell, G. (2010) Using Mobile Phones For Vocabulary Activities: Examining The Effect Of The Platform, Language Learning & Technology, June 2010, 14,(2) 95–110 Web: (internet access: 02.03.2016 )

Thornton, P. & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217–228.



  • There are currently no refbacks.

Comments on this article

View all comments