The impact of using a bilingual dictionary (English-Arabic) for reading and writing
dc.contributor.author | Almaliki, Ali | |
dc.date.accessioned | 2018-09-20T12:02:58Z | |
dc.date.accessioned | 2020-06-22T14:27:32Z | |
dc.date.available | 2018-09-20T12:02:58Z | |
dc.date.available | 2020-06-22T14:27:32Z | |
dc.date.issued | 2017-12 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12648/210 | |
dc.description | 1 online resource (iii, 119 pages) : color illustrations | en_US |
dc.description.abstract | The purpose of this study is to explore the impact of using a bilingual dictionary (English- Arabic) for reading and writing in a Saudi high school and also to explore the Saudi Arabian students' attitudes and EFL teachers' perceptions toward the use of bilingual dictionaries. This study involves 65 EFL students and 5 EFL teachers in one Saudi high school in the city of Alkobar. Mixed methods research is used in which both qualitative and quantitative data are collected. For participating students, pre-test, post-test, and surveys are used to collect quantitative data. For participating teachers and students, in-person interviews are conducted with select teachers and students so as to collect qualitative data. This study has produced eight findings; first is that the use of a bilingual dictionary has a significant effect on the reading and writing scores for both high and low proficiency EFL students. Other findings include that most EFL students feel that using a bilingual dictionary in EFL classrooms is very important to help them translate and learn new vocabulary words but their use of a bilingual dictionary is limited by the strategies for use that students know or are taught, and that both invoice and experienced EFL teachers agree that the use of a bilingual dictionary is important for learning word meaning and vocabulary, but they do not all agree about which grades should use bilingual dictionaries. The results of this study have a potential to alert Saudi policy-makers to the benefits of using bilingual dictionaries in the English curriculum through all grade levels in Saudi schools. [from author's abstract] | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | State University of New York College at Fredonia | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | English language---Study and teaching---Dictionaries. | en_US |
dc.subject | Language and languages---Study and teaching---research. | en_US |
dc.subject | High school students---Study and teaching---Saudi Arabia. | en_US |
dc.title | The impact of using a bilingual dictionary (English-Arabic) for reading and writing | en_US |
dc.type | Thesis | en_US |
refterms.dateFOA | 2020-06-22T14:27:32Z | |
dc.description.institution | SUNY at Fredonia |