Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/66736
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dc.contributor.authorMiller, J.en
dc.date.issued2006en
dc.identifier.citationInternational Education Journal, 2006; 7(4):435-445en
dc.identifier.issn1443-1475en
dc.identifier.issn1443-1475en
dc.identifier.urihttp://hdl.handle.net/2440/66736-
dc.description.abstractLearners’ dictionaries are a resource which is often overlooked by both students and teachers of English as a Second Language. The wealth of grammatical information contained within them, however, can help students to improve their English language skills and, ipso facto, their academic writing. In this study, four groups of university ESL students participated in a session to improve their use of the English article system. Two of the groups used English learners’ dictionaries and two did not. The results of the study indicate that the students who used the dictionaries achieved a slightly higher number of correct answers in the given article exercises, and expressed a higher level of satisfaction with the session, than those who had not used dictionaries. It is therefore suggested that greater use be made of learners’ dictionaries in ESL grammar classes and that more teaching time be allocated to exploring and utilising this valuable resource.en
dc.description.statementofresponsibilityJulia Milleren
dc.language.isoenen
dc.publisherShannon Research Pressen
dc.rights© 2006 Shannon Research Pressen
dc.source.urihttp://ehlt.flinders.edu.au/education/iej/articles/v7n4/Miller/BEGIN.HTMen
dc.subjectArticles; countability; ESL; teachers; learners’ dictionariesen
dc.titleAn investigation into the effect of English learners? dictionaries on international students' acquisition of the English article systemen
dc.typeJournal articleen
dc.identifier.rmid0020109097en
dc.identifier.pubid29550-
pubs.library.collectionCentre for Learning and Professional Development publicationsen
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
dc.identifier.orcidMiller, J. [0000-0002-8706-1695]en
Appears in Collections:Centre for Learning and Professional Development publications

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