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Journals / Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 23 Sayı: 1

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

Türk İngilizce Hazırlık Sınıfı Öğrencilerinin Sınıf Temelli Elektronik Sözlük Kullanımı: Bir Nitel Durum Çalışması

Mehmet Aslan(Van Yüzüncü Yıl Üniversitesi)0000-0003-0190-4274
Pages
147–170
Publication Date
2026-04-24
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Electronic dictionaries are important tools for enhancing vocabulary among foreign language learners.
📊
Key Findings & Data:Adopting a case study, the study involved 30 students aged 18 to 24 enrolled in an English preparatory program.
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Conclusion & Impact: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.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Elektronik Sözlükler · İngilizceyi Yabancı Dil Olarak Öğrenenler · Hazırlık Sınıfı

Abstract

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.

Özet

Elektronik sözlükler, yabancı dil öğrenenlerin kelime dağarcığını geliştirmeleri açısından önemli araçlardır. Bu araştırma, İngilizce hazırlık sınıflarında elektronik sözlüklerin kullanımına dair İngilizceyi yabancı dil olarak öğrenen (EFL) Türk hazırlık öğrencilerinin bakış açılarını incelemektedir. Bu durum çalışmasında, 18 ile 24 yaşları arasında değişen ve bir İngilizce hazırlık programına kayıtlı 30 öğrenci yer almıştır. Veriler katılımcı gözlem ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Veriler katılımcı gözlem ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. İki aylık süreç boyunca, sınıf içi etkinliklerde öğrencilerin elektronik sözlük kullanımını belgelemek amacıyla bir katılımcı gözlem formu kullanılarak gözlemler gerçekleştirilmiştir. Yarı yapılandırılmış görüşmeler, veri toplama sürecinin sonunda, katılımcıların elektronik sözlük kullanımına ilişkin deneyimlerini ve algılarını derinlemesine incelemek amacıyla gerçekleştirilmiştir. Tematik analiz sonucunda, öğrencilerin %90’ının kelime öğrenimi için elektronik sözlükleri tercih ettiği ortaya çıkmıştır. Öğrenciler, elektronik sözlüklerin dört temel avantajını vurgulamıştır: zaman açısından verimlilik (%38,10), sesli telaffuz imkânı (%30,95), kapsamlı içerik (%23,81) ve kolay erişilebilirlik (%7,14). Ancak, dikkat dağıtma (%58,62), öğrenilen kelimelerin daha az kalıcılığı (%27,59) ve internet bağlantısına bağımlılık (%13,79) gibi bazı dezavantajlar da belirlenmiştir. Elektronik sözlüklere yönelik yaygın tercihe dayanarak, bu çalışmada öğretmenlerin sınıf içinde dikkat dağınıklığını önlemek için kullanım sürecini yakından takip etmeleri koşuluyla elektronik sözlük kullanımına izin verebilecekleri önerilmektedir.

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Cite This Article

Aslan, M. (2026). Classroom-Based Use of Electronic Dictionaries by Turkish EFL Preparatory Students: A Qualitative Case Study. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 23 Sayı: 1, 147–170. https://doi.org/10.33711/yyuefd.1808855

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