A Process-based Study on the Effects of Using Electronic Dictionaries in Translation Formative Tests on Students’ Vocabulary Retention

Abstract

The role and regulating electronic dictionary use during translation examinations remain a contentious controversy within translation pedagogy and assessment. While dictionary can serve as a significant tool, concerns persist regarding its potential to foster over-reliance that may hinder the development of essential translation competencies. This study adopted a process-based perspective to investigate the effects of dictionary-free versus dictionary-based use during translation formative quizzes and exams on students' vocabulary retention, as measured by performance on a final translation test conducted without dictionaries. Employing an experimental pre-test/post-test design with control and experimental groups (38 students), the study examined the frequency and nature of problematic vocabulary encountered by both control group and experimental group. Additionally, a semi-structured questionnaire was used to explore students' perceptions and preferences regarding dictionary use across various translation courses. Preliminary findings of this study suggested that while dictionary use during quizzes aided immediate task completion for the control group, the experimental group (no dictionary during quizzes) demonstrated potentially better retention of vocabulary encountered during the intervention, as evidenced by fewer circled words in the final dictionary-free post-test. Questionnaire data indicated nuanced student preferences, often favoring dictionary access, particularly for highly specialized words, highlighting a potential discrepancy between perceived need and learning outcomes.