To answer this question, paired-samples t-test was used to clarify how dictionary skills instruction affected the participants’ dictionary skills and reading comprehension. In the following discussion, variable ds1a stands for Dictionary Skill 1 in test A (pre-test), variable ds1b stands for Dictionary Skill 1 in test B (post-test), and variable ds2a stands for Dictionary Skills 2 in test A (pre-test), etc. Each dictionary skill in test A and test B were paired and analyzed. Those of the control group were analyzed in the same way. The results are presented respectively in the following subsections.
4.2.1 Understand Short Forms, Labels, and Grammar Codes of the Dictionary
The mean score and the statistical outcome of paired-samples t-test on Dictionary Skill 1 to 10 and local reading comprehension of the experiment group are listed in Table 4-1. The comparisons of the Dictionary Skill 1 to 10 and local reading comprehension in the pretest
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and the posttest of the experiment group are showed in Figure 4-1.
Table 4-1 Paired-Samples T-test Results of the Experiment Group on Dictionary Skill 1 to 10 and Local Reading Comprehension
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DS1 DS2 DS3 DS4 DS5 DS6 DS7 DS8 DS9 DS10 Local reading
Mean Score
Pretest Posttest
Figure 4-1 Comparisons of the Dictionary Skill 1 to 10 and Local Reading Comprehension of the Experiment Group.
The mean score and the statistical outcome of paired-samples t-test on Dictionary Skill 1 to 10 and local reading comprehension of the control group are listed in Table 4-2. The comparisons of the Dictionary Skill 1 to 10 and local reading comprehension in the pretest and the posttest of the control group are showed in Figure 4-2.
Table 4-2 Paired-Samples T-test Results of the Control Group on Dictionary Skill 1 to 10 and Local Reading Comprehension
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DS1 DS2 DS3 DS4 DS5 DS6 DS7 DS8 DS9 DS10 Local reading
Mean Score
Pretest Posttest
Figure 4-2 Comparisons of the Dictionary Skill 1 to 10 and Local Reading Comprehension of the Control Group
As far as understanding short forms, labels, and grammar codes of the dictionary were concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. = 0.000). On the other hand, those of the control group didn’t show such a significant difference (p. = 0.606). The result shows that dictionary skills instruction can help understanding short forms, labels, and grammar codes of the dictionary. The comments of the participants from the two groups are in Appendix M.
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4.2.2 Get Familiarized with the Distribution of Letters (Alphabetical Order)
As far as getting familiarized with the alphabetical order was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. = 0.017). On the other hand, those of the control group didn’t show such a significant difference (p. = 0.62). The result shows that dictionary skills instruction can help getting familiarized with the alphabetical order. The comments of the participants from the two groups are in Appendix M.
4.2.3 Make Use of Guide Words on the Right and Left Tops of the Dictionary
As far as making use of guide words on the right and left tops of the dictionary was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. =0.000). Interestingly, those of the control group also showed such a significant difference (p. = 0.006). It seems that this skill can be improved as a result of the users’ familiarity with the dictionary without the teacher’s instruction. Students’ of both groups are more familiar with the dictionary in the post-test than in the pre-test. The result in the present study can not judge whether dictionary skills instruction can help making use of guide words on the right and left tops of the dictionary.
The comments of the participants from the two groups are in Appendix M.
4.2.4 Scan a Dictionary Page
As far as scanning a dictionary page was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p.
= 0.004). On the other hand, those of the control group didn’t show such a significant difference (p. = 0.057). The result shows that dictionary skills instruction can help scanning a dictionary page. The comments of the participants from the two groups are in Appendix M.
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4.2.5 Distinguish a Homograph
As far as distinguishing a homograph was concerned, the application of paired-samples t-test didn’t find any significant difference in the pre-test and the post-test of the experiment group (p. = 0.460). Similarly, those of the control group didn’t show such a significant difference (p. = 0.467). The result shows that dictionary skills instruction can not help distinguishing a homograph. It seems this skill can not be improved in a short time through the teacher’s dictionary skills instruction merely. In such a short period of time, it’s the students’ grammatical knowledge that plays an important role on their homograph judgment.
The comments of the participants from the two groups are in Appendix M.
4.2.6 Remove Its Regular Inflection First
As far as removing regular inflection first was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. =0.003). Interestingly, those of the control group also showed a significant difference (p. = 0.022). The result in the present study can not judge whether dictionary skills instruction can help removing regular inflection first in dictionary lookups.
It seems that this skill can be improved without the teacher’s instruction. However, the real reason for this improvement can not yet be identified. The comments of the participants from the two groups are in Appendix M.
4.2.7 Try to Remove Its Affixes (Derivatives)
As far as trying to remove the affixes of derivatives was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. = 0.000). On the other hand, those of the control group didn’t show such a significant difference (p. = 0.518). The result shows that dictionary skills instruction
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can help trying to remove the affixes of derivatives. The comments of the participants from the two groups are in Appendix M.
4.2.8 Try to Scan Nearby Entries or to Seek in the Addendum
As far as trying to scan nearby entries or to seek in the addendum was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. = 0.000). On the other hand, those of the control group didn’t show such a significant difference (p. = 0.419). The result shows that dictionary skills instruction can help trying to scan nearby entries or to seek in the addendum. The comments of the participants from the two groups are in Appendix M.
4.2.9 Consider Its Possibility of Being Compounds or Idioms
As far as considering the possibility of compounds or idioms was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. = 0.000). On the other hand, those of the control group didn’t show such a significant difference (p. = 0.309). The result shows that dictionary skills instruction can help considering the possibility of compounds or idioms. The comments of the participants from the two groups are in Appendix M.
4.2.10 Practice Working with the Menus or Other Short Definitions
As far as working with the menus or other short definitions of a polysemous was concerned, the application of paired-samples t-test found a significant difference in the pre-test and the post-test of the experiment group (p. = 0.000). On the other hand, those of the control group didn’t show such a significant difference (p. = 0.605). The result shows that dictionary skills instruction can help working with the menus or other short definitions of a polysemous. The comments of the participants from the two groups are in Appendix M.
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4.3 Will the Reading Comprehension of Junior High EFL Students Improve as a