Examining the Use of Dictionaries in Mother Tongue Education: A Study of Trends at the K-12 Level
Abstract
The objective of this research is to systematically evaluate the effects of dictionary use in native language teaching at the K-12 level, based on research trends. In this study, the principles of the PRISMA protocol were used as the methodology. In this study, a systematic analysis was conducted using the PRISMA checklist to determine the relationship between native language education and dictionary use. Conducted in accordance with PRISMA protocols, the study involved a detailed analysis of 15 research articles that met predetermined criteria, identified through comprehensive searches of the Web of Science, Scopus, ERIC, and EBSCO academic databases. The findings indicated substantial disparities in dictionary utilization practices across diverse educational levels. At the primary school level, traditional printed dictionaries are used to develop fundamental vocabulary and teach proper spelling conventions. At the middle school level, emphasis is placed on enriching vocabulary and enhancing text comprehension through technology-based digital platforms. At the high school level, studies that prioritize the cultivation of academic language proficiency and phonological awareness employ advanced online resources and multifaceted dictionary tools. The methodological diversity observed in the research examined indicates the comprehensive nature of scientific studies in the field of dictionary use. The findings of this study underscore the pivotal role of educators in facilitating language acquisition by judiciously implementing systematic dictionary-use techniques across diverse educational strata.
Keywords
Language, education, dictionary use, K-12, systematic review
Ethical Statement
This article does not contain any studies with human participants performed by any of the authors.
References
- Abecassis, M. (2010). Is lexicography making progress? On dictionary use and language learners’ needs. Lexikos, 17, 247–258. https://doi.org/10.5788/17-0-555
- Amirian, S. M. R., & Heshmatifar, Z. (2013). The impact of using electronic dictionary on vocabulary learning and retention of Iranian EFL learners. International Journal of Research Studies in Educational Technology, 2(1), 35–44. https://doi.org/10.5861/ijrset.2013.384
- Anderson, R. C., & Pearson, P. D. (1984). A schematheoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–292). New York: Longman.
- Aslan, Ş. (2025). Investigation of teachers' opinions on the use of dictionaries and gaining the habit of reading dictionaries for secondary school students. Journal of Curriculum and Educational Studies, 3(5), 1–27. https://doi.org/10.5281/zenodo.15672974
- Bartelds, D. (2021). How to stay in the loop: A think-aloud study on dictionary use by excellent secondary-school students of Ancient Greek. International Journal of Lexicography, 34(4), 453–471. https://doi.org/10.1093/ijl/ecab001
- Beech, J. R. (2004). Using a dictionary: Its influence on children’s reading, spelling, and phonology. Reading Psychology, 25(1), 19–36. https://doi.org/10.1080/02702710490271819
- Biemiller, A. & Boote, C. (2006). An effective method for building vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62. https://doi.org/10.1037/0022-0663.98.1.44
- Brinchmann, E. I., & Braeken, J. (2026). Rock-paper-screen: Fifth-graders’ comprehension of simple and enhanced digital text. Learning and Individual Differences, 128, Article 102896. https://doi.org/10.1016/j.lindif.2026.102896
- Bornstein, M. & Haynes, O.M. (1998). Vocabulary competence in early childhood: Measurement, latent construct, and predictive validity. Child Development, 69, 654- 671. https://doi.org/10.2307/1132196
- Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683–696. https://doi.org/10.1348/000709905X67610
