Paper and electronic dictionary use by elementary and secondary teachers in Quebec: attitudes, knowledge and practices

Paper and electronic dictionary use by elementary and secondary teachers in Quebec: attitudes, knowledge and practices

• Ophélie Tremblay, Université du Québec à Montréal, Canada

• Isabelle Plante, Université du Québec à Montréal, Canada

• Catherine Fréchette-Simard, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2018.452

Résumé

This article documents, among 300 elementary and high school teachers, the type of emotions, motivational attitudes, knowledge and personal uses of paper and electronic dictionaries. Results reveal that overall teachers have positive emotions towards paper and electronic dictionaries. Teachers also generally feel competent to use the dictionary and attribute a positive value to this tool. In addition, teachers from all grade levels own various dictionaries. Nevertheless, dictionary knowledge and uses remain relatively basic, thus underlying the need for a better training about paper and electronic dictionaries in order to enhance teachers’ personal and pedagogical dictionary use.

Abstract

This article documents, among 300 elementary and high school teachers, the type of emotions, motivational attitudes, knowledge and personal uses of paper and electronic dictionaries. Results reveal that overall teachers have positive emotions towards paper and electronic dictionaries. Teachers also generally feel competent to use the dictionary and attribute a positive value to this tool. In addition, teachers from all grade levels own various dictionaries. Nevertheless, dictionary knowledge and uses remain relatively basic, thus underlying the need for a better training about paper and electronic dictionaries in order to enhance teachers’ personal and pedagogical dictionary use.