A Scoping Review of Studies into Dictionary Use and Language Learning

This study presents a scoping review of empirical studies on dictionary use and language learning, with the aim to systematically examine the development and trends of the field across a specific timespan. Based on the content analysis of 104 journal articles published between 1992 and 2024, this study has several major findings. The analysis of publication trends indicates that there is a surge in research interest after 2010, largely due to the rise of digital technology and the increasing recognition of the role of dictionaries in self-directed learning. While the "Big Six" dictionaries are widely used across studies, their electronic counterparts have evolved as the dominant dictionary form, mirroring the impact of the Digital Revolution. It is revealed that there is a growing presence of mixed-method design studies, reflecting the field's increasing concern for both the learning outcome induced by dictionary use and learners' cognitive processes involved in dictionary look-up behavior. It is also found that there is an overreliance on advanced and intermediate EFL/ESL learners to generate conclusions, underscoring the need for studies involving learners of diverse target L2s and varied L2 proficiency levels. Surprisingly, despite the huge potential evinced by electronic dictionaries to support language learning in areas like grammar, pragmatics, and pronunciation, research in these domains remains limited. This scoping review underscores the need for further research, especially those conducted with longitudinal design and in naturalistic contexts, to foster a holistic understanding of how dictionaries can enhance language learning.