The impact of E-dictionary strategy training on EFL class

Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Koyama, Toshiko [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2015

Schlagwörter:	Pocket electronic dictionary Reference skills Dictionary strategies Dictionary training

Anmerkung:	© Springer Berlin Heidelberg 2015

Übergeordnetes Werk:	Enthalten in: Lexicography - Sheffield : Equinox Publishing, 2014, 2(2015), 1 vom: 07. Juli, Seite 35-44
Übergeordnetes Werk:	volume:2 ; year:2015 ; number:1 ; day:07 ; month:07 ; pages:35-44

Links:	Volltext

DOI / URN:	10.1007/s40607-015-0018-3

Katalog-ID:	SPR036743496

Internformat


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520			\|a Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study.
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allfields	10.1007/s40607-015-0018-3 doi (DE-627)SPR036743496 (SPR)s40607-015-0018-3-e DE-627 ger DE-627 rakwb eng Koyama, Toshiko verfasserin aut The impact of E-dictionary strategy training on EFL class 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Berlin Heidelberg 2015 Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. Pocket electronic dictionary (dpeaa)DE-He213 Reference skills (dpeaa)DE-He213 Dictionary strategies (dpeaa)DE-He213 Dictionary training (dpeaa)DE-He213 Enthalten in Lexicography Sheffield : Equinox Publishing, 2014 2(2015), 1 vom: 07. Juli, Seite 35-44 (DE-627)79738099X (DE-600)2785400-0 2197-4306 nnns volume:2 year:2015 number:1 day:07 month:07 pages:35-44 https://dx.doi.org/10.1007/s40607-015-0018-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2015 1 07 07 35-44
spelling	10.1007/s40607-015-0018-3 doi (DE-627)SPR036743496 (SPR)s40607-015-0018-3-e DE-627 ger DE-627 rakwb eng Koyama, Toshiko verfasserin aut The impact of E-dictionary strategy training on EFL class 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Berlin Heidelberg 2015 Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. Pocket electronic dictionary (dpeaa)DE-He213 Reference skills (dpeaa)DE-He213 Dictionary strategies (dpeaa)DE-He213 Dictionary training (dpeaa)DE-He213 Enthalten in Lexicography Sheffield : Equinox Publishing, 2014 2(2015), 1 vom: 07. Juli, Seite 35-44 (DE-627)79738099X (DE-600)2785400-0 2197-4306 nnns volume:2 year:2015 number:1 day:07 month:07 pages:35-44 https://dx.doi.org/10.1007/s40607-015-0018-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2015 1 07 07 35-44
allfields_unstemmed	10.1007/s40607-015-0018-3 doi (DE-627)SPR036743496 (SPR)s40607-015-0018-3-e DE-627 ger DE-627 rakwb eng Koyama, Toshiko verfasserin aut The impact of E-dictionary strategy training on EFL class 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Berlin Heidelberg 2015 Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. Pocket electronic dictionary (dpeaa)DE-He213 Reference skills (dpeaa)DE-He213 Dictionary strategies (dpeaa)DE-He213 Dictionary training (dpeaa)DE-He213 Enthalten in Lexicography Sheffield : Equinox Publishing, 2014 2(2015), 1 vom: 07. Juli, Seite 35-44 (DE-627)79738099X (DE-600)2785400-0 2197-4306 nnns volume:2 year:2015 number:1 day:07 month:07 pages:35-44 https://dx.doi.org/10.1007/s40607-015-0018-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2015 1 07 07 35-44
allfieldsGer	10.1007/s40607-015-0018-3 doi (DE-627)SPR036743496 (SPR)s40607-015-0018-3-e DE-627 ger DE-627 rakwb eng Koyama, Toshiko verfasserin aut The impact of E-dictionary strategy training on EFL class 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Berlin Heidelberg 2015 Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. Pocket electronic dictionary (dpeaa)DE-He213 Reference skills (dpeaa)DE-He213 Dictionary strategies (dpeaa)DE-He213 Dictionary training (dpeaa)DE-He213 Enthalten in Lexicography Sheffield : Equinox Publishing, 2014 2(2015), 1 vom: 07. Juli, Seite 35-44 (DE-627)79738099X (DE-600)2785400-0 2197-4306 nnns volume:2 year:2015 number:1 day:07 month:07 pages:35-44 https://dx.doi.org/10.1007/s40607-015-0018-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2015 1 07 07 35-44
allfieldsSound	10.1007/s40607-015-0018-3 doi (DE-627)SPR036743496 (SPR)s40607-015-0018-3-e DE-627 ger DE-627 rakwb eng Koyama, Toshiko verfasserin aut The impact of E-dictionary strategy training on EFL class 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Berlin Heidelberg 2015 Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. Pocket electronic dictionary (dpeaa)DE-He213 Reference skills (dpeaa)DE-He213 Dictionary strategies (dpeaa)DE-He213 Dictionary training (dpeaa)DE-He213 Enthalten in Lexicography Sheffield : Equinox Publishing, 2014 2(2015), 1 vom: 07. Juli, Seite 35-44 (DE-627)79738099X (DE-600)2785400-0 2197-4306 nnns volume:2 year:2015 number:1 day:07 month:07 pages:35-44 https://dx.doi.org/10.1007/s40607-015-0018-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2015 1 07 07 35-44
language	English
source	Enthalten in Lexicography 2(2015), 1 vom: 07. Juli, Seite 35-44 volume:2 year:2015 number:1 day:07 month:07 pages:35-44
sourceStr	Enthalten in Lexicography 2(2015), 1 vom: 07. Juli, Seite 35-44 volume:2 year:2015 number:1 day:07 month:07 pages:35-44
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Pocket electronic dictionary Reference skills Dictionary strategies Dictionary training
isfreeaccess_bool	false
container_title	Lexicography
authorswithroles_txt_mv	Koyama, Toshiko @@aut@@
publishDateDaySort_date	2015-07-07T00:00:00Z
hierarchy_top_id	79738099X
id	SPR036743496
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author	Koyama, Toshiko
spellingShingle	Koyama, Toshiko misc Pocket electronic dictionary misc Reference skills misc Dictionary strategies misc Dictionary training The impact of E-dictionary strategy training on EFL class
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topic_title	The impact of E-dictionary strategy training on EFL class Pocket electronic dictionary (dpeaa)DE-He213 Reference skills (dpeaa)DE-He213 Dictionary strategies (dpeaa)DE-He213 Dictionary training (dpeaa)DE-He213
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title	The impact of E-dictionary strategy training on EFL class
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title_full	The impact of E-dictionary strategy training on EFL class
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title_sort	impact of e-dictionary strategy training on efl class
title_auth	The impact of E-dictionary strategy training on EFL class
abstract	Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. © Springer Berlin Heidelberg 2015
abstractGer	Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. © Springer Berlin Heidelberg 2015
abstract_unstemmed	Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study. © Springer Berlin Heidelberg 2015
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title_short	The impact of E-dictionary strategy training on EFL class
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up_date	2024-07-03T19:24:04.126Z
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fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR036743496</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328191902.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2015 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s40607-015-0018-3</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR036743496</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s40607-015-0018-3-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Koyama, Toshiko</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The impact of E-dictionary strategy training on EFL class</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Berlin Heidelberg 2015</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. 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The impact of E-dictionary strategy training on EFL class

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