Classroom-Based Use of Electronic Dictionaries by Turkish EFL Preparatory Students: A Qualitative Case Study

Electronic dictionaries are important tools for enhancing vocabulary among foreign language learners. This research investigates Turkish EFL preparatory students' perspectives on the advantages and disadvantages of using electronic dictionaries (EDs) in English preparatory classes. Adopting a case study, the study involved 30 students aged 18 to 24 enrolled in an English preparatory program. Data were gathered through participant observation and semi-structured interviews. Participant observations were carried out over a two-month period using an observation form to systematically record students’ electronic dictionary use during classroom activities. Semi-structured interviews were conducted at the end of the data collection period to gain in-depth insights into participants’ experiences and perceptions of electronic dictionary use. Thematic analysis revealed that 90% of the students preferred electronic dictionaries for vocabulary development. Also, students highlighted four primary advantages of EDs: time efficiency (38.10%), voiced pronunciation (30.95%), comprehensiveness (23.81%), and easy accessibility (7.14%). However, they also identified several disadvantages, including distraction (58.62%), lower retention of learned vocabulary (27.59%), and dependency on internet access (13.79%). Based on the widespread preference for electronic dictionaries, the study suggests that teachers can allow the usage of electronic dictionaries inside the EFL classrooms on condition of closely monitoring to prevent distractions.