Teachers’ Self-Reported Classroom Practices Regarding Dictionary Use: The Role of Teachers’ Attitude and School Level

Abstract

Abstract This study examined the self-reported practices of 300 elementary and high school Quebec teachers regarding dictionary use (paper and electronic) in the classroom as a function of teaching level and attitudes towards dictionaries. ANOVA results highlighted the diversity of teachers’ pedagogical intentions and students’ learning goals while consulting dictionaries. Results, however, revealed a traditional portrait of dictionary use (e.g., correcting spelling, finding a word definition). In addition, teaching levels did not significantly influence teaching content and activities, nor teachers’ perceptions of students’ goals while using a dictionary. Nonetheless, teachers’ attitudes towards dictionary use were found to significantly predict their classroom practices: those with a positive attitude reported a greater variety of pedagogical intentions (e.g., searching for synonyms) and reported more frequent and diversified dictionary-related activities. In sum, findings underscore the importance of training students and teachers in dictionary use to acquire (and teach) proper and diversified dictionary skills.