GGGB6012 ACADEMIC WRITING 1 The Use of e-dictionaries Among Low Proficiency ESL Learners in UKM NURAIDAWANY BINTI RASHID P79206

Introduction In order to establish one of the Vision 2020 goals, the Ministry of Education (MOE) has devised the National Policy on ICT in education in order to encourage and assist the national agenda (Policy on ICT in Education Malaysia, 2010). In Malaysia, the use of ICT for school management function is still at infancy level due to the lacking of ICT and educational management in school as there are enough staffs with basic skills of ICT (Hogue et al., 2012).

Computer assisted language learning (CALL) and Mobile Assisted Language Learning (MALL) Kukulska-Hulme (2008) made a contradiction of MALL and CALL by pointing out that MALL enables new approach of learning process. MALL enables new way of continuous learning, therefore, students will not only restrict to learning in classroom as they can explore more after that.

E-dictionaries As stated by Lew (2010) e-dictionaries nowadays offer an interactive way of finding the meanings of word of which has not been supported by printed dictionaries. (2010), there are three types of electronic dictionaries: hand-held electronic dictionaries (PED), dictionaries on CD- ROM and dictionaries on the internet (e- dictionaries).

Dashtestani (2013) point out that EFL educators showed their concerns on using electronic dictionaries for learning EFL despite the students’ general acceptance of it. EFL students and teachers had positive attitudes toward using e-dictionaries for learning. Reza and Zahra (2013), e-dictionaries showed that it is indeed a tool to promote EFL students’ achievement in vocabulary learning. Due to its ease and fun to use concept, it become one of the main motivators for students to use e- dictionaries.

Another study by Fageeh (2014) stated that using e-dictionary to analyze vocabulary instruction is more efficient than using the printed dictionaries. This study shows that e-dictionary used together with Blackboard software helps to improve the skills in etymological analysis of students.

Technology Acceptance Model This model was developed by Davis (1989) using the Theory of Reasoned Action (Fishbein & Ajzen, 1975). TRA posits that one’s behavior is closely related by behavioral intention where it functions as the attitude toward the behavior and subjective norms. In short, this can be concluded that attitudes and beliefs are functioned by the behavior.

Technology acceptance model (Davis, 1989) There are two main elements in this model: perceived usefulness and perceive ease of use.

Li and Li (2011) expressed that individual’s attitude towards using an application is reflected by the perceived usefulness and perceived ease of use. However, this model did not comprise the subjective norms as determinant of the objective. Kitchakarn (2015) found that students have positive attitudes in using computers as a learning tool thus making them perceived its usefulness in learning. To strengthen this fact, the study showed that the experience in using computers did not impact the student’s attitude in learning.

Social constructivism Constructivist or discovery learning has been defining active learning as the process of experience which shifted into learning. It is an inductive learning as it precept the concept of following the action rather than anticipation. A study by Neo and Neo (2009) stated that multimedia project in a constructivist-based environment has been getting a positive support among students. Their skills in a number of constructivists learning have increased thus enabling them to prepare as a better skilled worker notably in the IT industry in Malaysia.

Conceptual framework This conceptual framework was generated in order to cater the main idea of looking at the perceptions of low proficiency ESL learners toward using e-dictionaries in classroom. Besides that, this study tempts to find out the students’ perception and their preferences toward the use of e-dictionaries, printed dictionaries and the online mobile dictionary applications.

Conclusion Lew (2010) supported that the use of e- dictionaries offer an interactive alternative in searching for word meanings of which printed dictionaries could not offer. The portability of e-dictionaries has brought a number of positive impacts of using ICT in classroom for students and teachers.