Finding Meaning beyond Words: A Qualitative Study of EFL Students’ Online Dictionary Use

Abstract

In digital learning contexts, online dictionaries have become a common tool EFL students use to support reading comprehension. Online dictionaries provide quick access to word meanings, pronunciation, and contextual usage, which are useful in intensive reading activities. This study investigates the use of online dictionaries in an intensive reading class, focusing on the types of online dictionaries used, students’ preferences, and their reasons for using these tools during reading activities. The study employed a qualitative research design, using questionnaires and semi-structured interviews as the main data collection instruments. The participants were 10 students enrolled in an intensive reading class in an English Education Study Program at a state university in Central Java, Indonesia. The questionnaire data were analyzed using descriptive statistics, while interview data were analyzed thematically. The findings indicate that most students frequently used Google Translate. Students reported using online dictionaries mainly to understand unfamiliar vocabulary, identify appropriate word usage in context, and check pronunciation. These findings suggest that online dictionaries play a significant role in supporting students’ reading comprehension in intensive reading classes and highlight the need for pedagogical guidance to optimize their effective use.