The Potential of Online Tasks to Facilitate Autonomous Language Learning with the Use of Online Dictionaries in a Higher Education ESP Classroom

Authors

DOI:

https://doi.org/10.14198/raei.25252

Keywords:

language learning, online dictionaries, autonomy, TBLT, moodle, lesson, ESP, law, online task

Abstract

The use of Information and Communication Technologies (ICTs) and previous studies in lexicography have shown the frustration that many students experience with the amount of information to which they are exposed to solve terminological doubts in the field of English for Specific Purposes (ESP). Yet, ICTs can prepare the ground for learning inside and outside the classroom. The incorporation of technological tools together with the use of integrated resources in Task-Based Language Teaching (TBLT) learning tasks provide multiple benefits in the field of ESP, as well as greater motivation and autonomy. This study aims at shedding new light on the ability of Higher Education (HE) students to (a) learn content and vocabulary with the use of online dictionaries and other online resources in a Legal English course; (b) foster motivation to perform an online task (OT); (c) develop autonomy; and (d) build new knowledge. To achieve this aim, the present study used a mixed-methods approach (i.e., qualitative and quantitative data) and was developed in two stages: (1) Creation and design of the online task (i.e., Lesson integrated into a Moodle platform); design of three questionnaires administered before and after the experiment; and implementation of the OT with university students (N=171) enrolled in a Legal English course; and (2) collection of data and analysis. The results acknowledged the success rates in terms of achievement (i.e., experimental group). The conclusions indicated that this OT had been valuable to students to learn specialised vocabulary and content, as well as to know how to use an online dictionary effectively. The OT design in this research adds value to previous studies’ existing weaknesses in dictionary training. As a result, this OT provides learners with training in the use of online dictionaries, which improves their autonomous language learning.

Funding

Ministerio de Ciencia, Innovación y Universidades, Spain (Ref: PID2021-127827NB-I00); Generalitat Valenciana – Conselleria d’Innovació, Universitats, Ciència i Societat Digital (Ref: CIAICO/2021/069); Universitat Jaume I, Spain – Pla de Promoció de la Investigació (Ref. UJI-2023-07).

References

BENSON, Phil. 2013. Teaching and Researching: Autonomy in Language Learning. New York: Routledge. https://doi.org/10.4324/9781315833767

BERGENHOLTZ, Henning, and Mia Johnson. 2005. “Log Files as a Tool for Improving Internet Dictionaries.” Hermes 34: 117–141. https://doi.org/10.7146/hjlcb.v18i34.25802

BOGAARDS, Paul. 2003. “Uses and Users of Dictionaries.” In Van Sterkenburg, Piet, ed. A Practical Guide to Lexicography, 26–33. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/tlrp.6

BOGHIU-BALAUR, Sorina, and Carolina Girón-García. 2024. “Investigating Criminology Students’ Perceptions of Moodle Lessons for English for Specific Purposes Teaching in Higher Education.” In Bobkina, J., and E. Dominguez Romero, eds. Transformative Trends in Language Education: Pioneering Autonomous Learning Technologies: 231-261. Peter Lang.

CAMPOY-CUBILLO, María del Carmen. 2020. “Functional Diversity in Higher Education: Online Dictionaries for Students Who Are Blind.” In Variables psicológicas y educativas para la intervención en el ámbito escolar. Nuevas realidades de análisis: 493–512. Madrid: Dykinson.

CAMPOY-CUBILLO, María del Carmen. 2021. “Fostering Learners’ Online Dictionary Skills through Active Dictionary Rubrics.” Lexicos 31 (AFRILEX-reeks/series 31): 487–510. https://doi.org/10.5788/31-1-1663

CAMPOY-CUBILLO, María del Carmen, and Nuria Edo-Marzá. 2018. “Google as the New Mega-Dictionary or Specialised Online Dictionaries? A Framework for E-dictionary Typology Analysis.” 12th International Technology, Education and Development Conference. https://doi.org/10.21125/inted.2018.1249

CHI, Man Lai Amy. 2020. “Reconstructing the Lexicographical Triangle through Teaching Dictionary Literacy to Teachers of English.” Lexicography: Journal of ASIALEX 7 (1–2): 79–95. https://doi.org/10.1007/s40607-020-00066-x

CLARK, Ruth Colin, and Richard E. Mayer. 2016. e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Wiley. https://doi.org/10.1002/9781119239086

DE SCHRYVER, Gilles-Maurice, and David Joffe. 2004. “On How Electronic Dictionaries Are Really Used.” In Williams, G., and S. Vessier, eds. Proceedings of the Eleventh EURALEX International Congress, Lorient, France, July 6th–10th: 187–196. Lorient: Université de Bretagne Sud.

DODGE, B. 1997. Some Thoughts about WebQuest. San Diego State University.

DOUGIAMAS, Martin, and Peter Taylor. 2002. “Interpretive Analysis of an Internet-Based Course Constructed Using a New Courseware Tool Called Moodle.” Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) 2002 Conference.

EDO-MARZÁ, Nuria. 2016. “E-lexicografía pedagógica especializada: Necesidades y usos en el campo del inglés científico-técnico.” Revista Signos 91: 217–244. https://doi.org/10.4067/S0718-09342016000200004

EUROPEAN COMMISSION. 2015. Interoperability Solutions for European Public Administrations Monitoring and Evaluation D03.05/D03.06 Action 2.6 Perceived Quality and Utility Monitoring Report.

FUERTES-OLIVERA, Pedro Antonio. 2009. “Specialised Lexicography for Learners: Specific Proposals for the Construction of Pedagogically Oriented Printed Business Dictionaries.” Hermes: Journal of Language and Business Communication 42: 167–188. https://doi.org/10.7146/hjlcb.v22i42.96851

GIRÓN-GARCÍA, Carolina. 2013. Learning Styles and Reading Modes in the Development of Language Learning Autonomy through ‘Cybertasks’. Barcelona: Universitat Jaume I. Retrieved November 7, 2022, from http://hdl.handle.net/10803/125440

GIRÓN-GARCÍA, Carolina, and Maria Noelia Ruiz-Madrid. 2014. “Design and Development of a WebQuest for the Course ‘English Applied Linguistics: An Introduction’ (EA0914). Evaluation of Its Educational Role in the Classroom.” In Garrigós-Simón, F. et al., eds. Innovation Documentation and Teaching Technologies: Strategies for Education in a New Context: 39–61. Valencia: Publicacions Universitat Politècnica de València.

GIRÓN-GARCÍA, Carolina, and Antonio José Silvestre-López. 2019. “Students’ Self-perception of Motivation Regarding a Cybertask Integrating Different Types of Online Resources in the ESP Classroom.” International Academy of Technology, Education and Development (IATED): 4120–4126. Valencia. https://doi.org/10.21125/inted.2019.1032

GONZÁLEZ-LLORET, María del Mar. 2016. A Practical Guide to Integrating Technology into Task-based Language Teaching. Washington, D.C.: Georgetown University Press.

HADEBE, S. 2004. “Improving Dictionary Skills in Ndebele.” Lexikos 14: 89–104.

HUAWEI. “It’s in Your Hands.” Best Commercial Ever! Accessed February 22, 2023. https://www.youtube.com/watch?v=m3PIkZW6o8

KOENRAAD, Ton. 2002. “TalenQuest: WebQuests for Modern Languages.” In Colpaert, J., W. Decoo, M. Simons, and S. Bueren, eds. CALL Professionals and the Future of CALL Research, CALL 2002 Proceedings, 159–168. Antwerp: University of Antwerp.

KOENRAAD, Ton. 2010. “Tools and Strategies to Support the Implementation of Web-Based and Task-Based Approaches in Modern Language Education.” In Luzón, M.J., M.N. Ruiz-Madrid, and M.L. Villanueva, eds. Digital Genres, New Literacies and Autonomy in Language Learning: 129-152. Newcastle-upon-Tyne: Cambridge Scholars Publishing.

LEAVER, Betty Lou, and Jane Rosemary Willis. 2004. Task-Based Instruction in Foreign Language Education. Washington, D.C.: Georgetown University Press.

LIANG, Pengcheng, and Dan Xu. 2018. “An Empirical Study of EFL Learners’ Dictionary Use in Chinese–English Translation.” Lexikos 28: 221–244. https://doi.org/10.5788/28-1-1463

LIU, Lin. 2014. “The Integration of Dictionary Use Strategy Training into Basic English Class.” Theory and Practice in Language Studies 4 (10): 2138–2143. https://doi.org/10.4304/tpls.4.10.2138-2143

LONG, Michael Hoffmann. 2016. “In Defense of Tasks and TBLT: Non Issues and Real Issues.” Annual Review of Applied Linguistics 36: 5–33. Cambridge University Press. https://doi.org/10.1017/S0267190515000057

LOPERA, Sergio Alonso. 2019. “Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group.” Folios 50: 127–138. https://doi.org/10.17227/folios.50-10226

LUZÓN, María José, María Noelia Ruiz-Madrid, and María Luisa Villanueva Alfonso, eds. 2010. Digital Genres, New Literacies and Autonomy in Language Learning. Newcastle-upon-Tyne: Cambridge Scholars Publishing.

MÜLLER-Spitzer, Carolin, ed. 2014. Using Online Dictionaries. Lexicographica Series Maior 145. Berlin/Boston: De Gruyter. https://doi.org/10.1515/9783110341287

NKOMO, Dion. 2015. “Developing a Dictionary Culture through Integrated Dictionary Pedagogy in the Outer Texts of South African School Dictionaries: The Case of ‘Oxford Bilingual School Dictionary: IsiXhosa and English’.” Lexicography: Journal of ASIALEX 2 (1): 71–99. https://doi.org/10.1007/s40607-015-0021-8

PRENSKY, Marc. 2017. “The Changing Ends and Paradigm for Education in the World.” WISE Education Review 1: 1–3.

REDLARSKI, Krysztof, and Igor Garnik. 2014. “Zastosowanie Systemów E-learningu w Szkolnictwie Wyższym.” In Basińska, B.A., and I. Garnik, eds. Zarządzanie Informatycznym Środowiskiem Pracy: 77–94. Gdańsk: WZiE PG.

ROBINSON, John. 2014. “Likert Scale.” In Michalos, A.C., ed. Encyclopedia of Quality of Life and Well-Being Research: 3620-3621. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-0753-5_1654

ROSA (DE LA) MARTÍN, Raquel. 2003. “Los estudiantes de traducción y el uso de los diccionarios.” Interlingüística 14: 289–304.

SCHMAR-DOBLER, Elizabeth. 2003. “Reading on the Internet: The Link between Literacy and Technology.” Journal of Adolescent & Adult Literacy 47 (1).

SELF-DETERMINATION THEORY. n.d. “Intrinsic Motivation Inventory (IMI).” Accessed March 7, 2023. https://selfdeterminationtheory.org/questionnaires/

SILVESTRE-LÓPEZ, Antonio-José, and Carolina Girón-García. 2023. “Exploring Moodle Effectiveness to Foster Online ESP During the COVID-19 Pandemic: An Analysis of Task Performance and Students’ Perceptions in Online Language Learning Contexts.” In Suárez, MdM., and W.M. El-Henawy, eds. Optimizing Online English Language Learning and Teaching. English Language Education, vol. 31: 217-235. Cham: Springer. https://doi.org/10.1007/978-3-031-27825-9_11

STOCKWELL, Glenn, and Hayo Reinders. 2019. “Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities.” Annual Review of Applied Linguistics 39: 40–51. https://doi.org/10.1017/S0267190519000084

SULLIVAN, Gail M., and Anthony R. Artino. 2013. “Analyzing and Interpreting Data from Likert-Type Scales.” Journal of Graduate Medical Education 5 (4): 541–542. https://doi.org/10.4300/JGME-5-4-18

SUÁREZ, María del Mar, and María Vicenta González Argüello. 2020. “Becoming a Good BookTuber.” RELC Journal 51 (1): 158–167. https://doi.org/10.1177/0033688220906905

VILLANUEVA ALFONSO, María Luisa. 2020. “Introducción.” In Baynat Monreal, María Elena, Mercedes Eurrutia Cavero, and Cathy Sablé, eds. TIC e Interculturalidad: Miradas cruzadas: 1-9. Granada: Comares.

Downloads

Statistics

Statistics RUA

Published

30-01-2025

How to Cite

Girón-García, Carolina. 2025. “The Potential of Online Tasks to Facilitate Autonomous Language Learning With the Use of Online Dictionaries in a Higher Education ESP Classroom”. Alicante Journal of English Studies / Revista Alicantina De Estudios Ingleses, no. 42 (January):25-51. https://doi.org/10.14198/raei.25252.

Issue

Section

Miscellaneous