Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

Efectos de la enseñanza explícita del uso de diccionario y estrategias de lectura en un curso de comprensión de lectura en lengua extranjera en pregrado

Efeitos do ensino explícito do uso do dicionário e estratégias de leitura em um curso de compreensão de leitura de língua estrangeira em prégraduação


Este artículo informa los efectos de la integración del uso del diccionario y el enfoque de estrategias de lectura en un curso de comprensión de lectura en lengua extranjera. Como método de investigación se utilizó el estudio de caso y se emplearon tres instrumentos para recolectar la información: una prueba de comprensión de lectura, notas de campo y una entrevista. En el estudio participaron quince estudiantes de pregrado de una universidad pública de Medellín (Colombia). La mejoría en la lectura, la conciencia metacognitiva y el uso selectivo del diccionario se encontraron como parte de los efectos positivos. En contraste, el cansancio aparece como el efecto negativo. Las conclusiones sugieren que tanto el enfoque de estrategia de lectura como el uso selectivo del diccionario son una excelente combinación para integrar en un curso de lectura en lengua extranjera.

Palabras clave: dictionary use, language teaching, reading strategy approach (en)
Palabras clave: uso de diccionario, enseñanza de idiomas, enfoque de estrategias de lectura (es)
Palabras clave: ensino de linguas, uso de dicionário, abordagem de estratégias de leitura (pt)
La descarga de datos todavía no está disponible.
Sergio Alonso Lopera Medina, Universidad de Antioquia

Member of EALE research group, Escuela de Idiomas. 

Lopera Medina, S. A. (2019). Efectos de la enseñanza explícita del uso de diccionario y estrategias de lectura en un curso de comprensión de lectura en lengua extranjera en pregrado. Folios, (50), 127-138. https://doi.org/10.17227/folios.50-10226

Aebersold, J., and Field, M. (1997). From reader to reading teacher. Cambridge: Cambridge University Press. 

Al-Musawi, N. M. (2014). Strategic use of translation in learning English as a Foreign Language (EFL) among Bahrain university students. Innovative Teaching, 3(4). DOI 10.2466/10.03.IT.3.4 

Arismendi, F., Colorado, D., and Grajales, L. (2011). Reading comprehension in face-to-face and web-based modalities: graduate students’ use of reading and language learning strategies in EFL. Colombian Applied Linguistics Journal, 13(2), 11-28. 

Barnett, M. (1988). Reading through context: How real and perceived strategy affects L2 comprehension. The Modern Language Journal, 72(2), 150-162. 

Bensoussan, M., Sim, D., and Weiss, R. (1984). The effect of dictionary usage on efl test performance compared with student and teacher attitudes and expectations. Reading in a Foreign Language, 2, 262–276. 

Blake, R. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown University Press.

Block, E. (1986). The comprehension strategies of second language readers. Tesol Quarterly, 20 (3), 63-490. 

Bogaards, P. (1998). Using dictionaries: Which words are looked up by foreign language learners? In B. T. S. Atkins and K. Varantola (Eds.), Studies of dictionary use by language learners and translators (pp. 151–157). Tubingen, Germany: Niemeyer. 

Cárdenas-Claros, M., and Gruba, P. (2009). Help options in call: A systematic review. calico Journal, 27 (1), 69-90. 

Carrell, P. (1998). Can reading strategies be successfully taught? Aral, 21(1), 1-20. 

Carrell, P., Pharis, B., and Liberto, J. (1989). Metacognitive strategy training for ESL reading. tesol Quarterly, 23, 647–678. 

Chen, Y. (2012). Dictionary use and vocabulary learning in the context of reading. International Journal of Lexicography, 25(2), 216-247. 

Cohen, A. (1990). Language learning: Insights for learners, teachers, and researchers. Boston: Heinle & Heinle. 

Cook, G. (2010). Translation in language teaching. Oxford: Oxford University Press. 

Creswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five approaches. Thousand Oaks: sage. 

Davis, J. N., and Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think aloud protocols. The Modern Language Journal, 77(4), 459-471. 

Devine, J. (1993). The role of metacognition in second language reading and writing. In J. Carson and I. Leki (Eds.), Reading in the composition classroom: second language perspectives (pp. 105-130). Boston: Heinle & Heinle. 

Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children’s oral communication skills (pp. 35-60). New York: Academic Press. 

Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Newbury House. 

Grabe, W., and Stoller, F. (2002). Teaching and researching reading. England: Pearson Education. 

Grabe, W., and Stoller, F. (2004). Reading for academic purposes: Guidelines for the ESL/EFI teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 87–204). Boston: Heinle & Heinle. 

Hunt, A. (2009). Dictionaries and vocabulary learning: the roles of L1 and L2 information. Retrieved from nsai-u.ac.jp/fl/publication/pdf_department/01/ Hunt.pdf 

Jin, L. and Deifell, E. (2013). Foreign language learners’ use and perception of online dictionaries: A survey study. merlot Journal of Online Learning and Teaching, 9(4), 515-533. 

Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285-299. 

Koyama, T., and Takeuchi, O. (2004). How look up frequency affects efl learning: An empirical study on the use of handheld-electronic dictionaries. Retrieved from 

Laufer, B., and Hadar, L. (1997). Assessing the effectiveness of monolingual, bilingual and “bilingualised” dictionaries in the comprehension and production of new words. The Modern Language Journal, 81(2), 189–196. 

Laufer, B., and Hill, M. (2000). What lexical information do L2 learners select in a call dictionary and how does it affect word retention? Language Learning & Technology, 3 (2), 58-76. 

Liu, L. (2014). The integration of dictionary use strategy training into basic English class. Theory and Practice in Language Studies, 4(10), 2138-2143. 

Lopera, S. (2012). Effects of strategy instruction in an efl reading comprehension course: a case study. PROFILE Issues in Teachers’ Professional Development, 14(1), 79-89. 

Loucky, J. P. (2010). Comparing electronic dictionary functions and use. calico Journal, 28(1), 156-174. 

Luppescu, S., and Day, R. (1993). Reading, dictionaries, and vocabulary learning. Language Learning, 43, 263–287. 

Mikulecky, B., and Jeffries, L. (2004). Reading power. United States: Pearson, Longman. 

Miller, G. A. (1999). On knowing a word. Annual Review of Psychology, 50, 1-19. 

Mokhtar, A., Mohd, R., and Omar, M. (2013). the role of dictionary strategy in passive vocabulary knowledge acquisition of Net Generation students. Journal for the Study of English Linguistics, 1 (1), 8-20. 

Nation, I. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.

Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11, 36–58. 

Poole, A. (2009). The reading strategies used by male and females Colombian university students. PROFILE Issues in Teachers’ Professional Development, 11(1), 29-40. 

Prichard, C. (2008). Evaluating L2 reader’s vocabulary strategies and dictionary use. Reading in a Foreign Language, 20(2), 216-231. 

Pulido, D. (2007). The relationship between text comprehension and second language incidental vocabulary acquisition: A matter if topic familiarity? Language Learning, 57, 155–199. 

Robinson, P. (2003). Attention and memory. In C. Doughty and M. H. Long (Eds.), Handbook of second language acquisition (pp. 631–678). Oxford, England: Blackwell. 

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt and M. McCarthy (Eds.), Vocabulary. Description, acquisition, and pedagogy (pp. 199–227). Cambridge: Cambridge University Press. 

Shen, Z. (2013). The effects of vocabulary knowledge and dictionary use on efl reading performance. English Language Teaching, 6(6), 77-85. 

Stockwell, G. (2007). A Review of Technology Choice in Teaching language Skills and Areas in the call literature. ReCALL, 19 (2), 105-120. 

Summers, D. (1988). The role of dictionaries in language learning. In R. Carter and M. McCarthy (Eds.), Vocabulary and language teaching (pp. 111–125). London: Longman. 

Tang, G. (1997). Pocket electronic dictionaries for second language learning: Help or hindrance? tesl Canada Journal, 15, 39–57. 

Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman. 

Yin, R. K. (2003). Case study research. Design and methods. [3rd ed.]. Thousand Oaks: sage.