This study compares various computerized bilingual dictionaries (CBDs) for their relative effectiveness in helping Japanese college students at several language proficiency levels to access new English target vocabulary. The rationale of the study was based on several observations and research claims (Atkins & Knowles, 1990; Bejoint & Moulin, 1987; Laufer & Hadar, 1997) that bilingual/bilingualized dictionaries in general, and electronic dictionaries in particular, appear to be much more effective than monolingual book dictionaries for the acquisition of new L2. The author has been testing and analyzing various CBDs for several years and has recently devised a simple, yet practical dual assessment vocabulary evaluator (DAVE) to help more clearly define and test differences between both L1 and L2 mental lexicons and also between language learners' L2 receptive vocabulary and productive vocabulary (Loucky, 2001a). Computer technology has now made it possible, with the benefits of interactive processing and immediate feedback, to scan, pronounce, and translate vocabulary items. This paper examines Japanese college students' use of four kinds of CBDs for more rapid accessing and archiving of new L2 terms and recommends more informed integration of their use into a systematic taxonomy of vocabulary learning strategies for maximally effective instruction. It describes a comparative study of CBDs as they were used at three colleges in Kyushu, Japan from October 2000 to December 2001 and examines possible benefits that may accrue from their use.

This study aims to compare various computerized bilingual dictionaries (henceforth CBDs) for their relative effectiveness in helping Japanese college students at several language proficiency levels to access new English target vocabulary. Its rationale was based on several observations and research claims (see Atkins & Knowles, 1990; Bejoint & Moulin, 1987; Laufer & Hadar, 1997) that bilingual and bilingualized dictionaries in general, as well as electronic dictionaries in particular appear to be much more rapid and effective than monolingual book dictionaries for the acquisition of new L2 vocabulary by language learners. The author has been testing and analyzing various CBDs in four major categories for the past two years. These include (i) portable electronic dictionaries (PEDs); (ii) software CBDs; (iii) online dictionary websites; and (iv) optical character recognition/translation (OCR/OCT) devices, both portable handheld ’Reading Pens‘ (e.g. Quickionary/Quicklink) and also flatbed OCR scanners (Logo Vista) bundled with translation programs. His research started over ten years ago, however, culminating in a dissertation entitled ‘Developing and testing vocabulary training methods and materials for Japanese college students studying English as a foreign language’ (Loucky, 1996; or summary thereof, Loucky, 1997). This dissertation studied the pre- and post-test vocabulary, comprehension, listening and total reading levels of over 1,000 Japanese college students at six institutions. Since then the author has devised a simple yet practical Vocabulary Knowledge Scale (VKS), helping to more clearly define and test the differences between passive or receptive understanding vocabulary and active or productive use vocabulary. Computerized technology has now made possible multimedia programming with the benefits of interactive processing and immediate feedback. Modern CAI/CAELL along with well-made CBDs, either online or off, can already be found to scan, pronounce and translate for us in any direction of the four language skills. This study examined Japanese college students’ use of four kinds of CBDs for more rapid accessing and archiving of new L2 terms, recommending integration of their use into a more systematic taxonomy of vocabulary learning strategies.

The aim of this study is to review general findings about the changing use of electronic dictionaries (EDs) by Japanese college students of English as a foreign language. Subjective survey feedback from students using such computerized dictionaries is reviewed, and records of their objective performance on various vocabulary lookup and learning tasks are compared. This study presents a descriptive survey of Japanese freshmen students' use of various electronic dictionaries, a brief survey of graduate students' use of online dictionary, reading and vocabulary sites, and a comparison with other research studies investigating learners' degree of use of EDs. Many overall trends are clearly discernable by comparing these findings that can help us improve language learning by means of more precise and effective guidance and recommendations concerning the use of EDs. Based on these findings, practical recommendations for improving both vocabulary learning and systematic strategy training in the effective use of electronic dictionaries are given. Finally, suggestions for further research are provided to help raise learners' awareness of various useful functions within their EDs. In this paper, research done over the years on EDs relative to their impact on second language vocabulary acquisition will be discussed first. Next, a two-part study of graduate versus undergraduate Japanese college students' use of EDs will be discussed, together with outcome and implications. Finally, suggestions for further research will be offered.

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How can one better use modern CALL resources to help language learners to build up a larger target language (TL) vocabulary quickly? A major need that quickly becomes apparent at the intersection of the fields of second language vocabulary acquisition (SLVA) and computer-assisted language learning (CALL) is the lack of sufficient research with respect to their most advantageous integration for language learning. The depth of lexical processing taxonomy presented here seeks to integrate the research studies that exist into a clear and effective approach that uses insights and innovations of both fields to create a user-friendly system for more rapid vocabulary acquisition and activation. Because of the proliferation of language-learning programs and websites, it becomes important to help define which most essential vocabulary and reading strategies should be included in those programs and websites. When designing programs and websites, the three major parameters of subjective enjoyment, objective effectiveness, and technological efficiency should all be considered. This article compares various studies to suggest how many of the features and functions of CALL tools can be used at the most appropriate stages of lexical processing and acquisition to make vocabulary learning smoother, quicker, and more effective. It helps to fill a noticeable gap by providing a clear, step-by-step taxonomy of 40 vocabulary learning strategies (VLSs), simplified into an eight-fold scale of major cognitive phases for ease of instruction and use in classes. These strategies are channeled through a logical depth of lexical processing (DLP) scale, which can help promote both learners' receptive and productive vocabulary development, whether using traditional text-based or CALL-enhanced methods. The ultimate goal is to find practical ways to use a research-based DLP scale and VLS taxonomy to improve the teaching and monitoring of essential phases of vocabulary learning, either in traditional classes or in CALL learning environments.