This paper examines long-term trends in dictionary use among university graduates in English as a Foreign Language (EFL) and German as a Foreign Language (GFL), based on large-scale questionnaire data collected in 2020 (N=197) and 2023 (N=110), complemented by a new dataset from 2026, which is still being collected and will conclude in May 2026 (participant numbers not yet available). The study explores attitudes toward dictionary usage patterns and the role of dictionary-skills instruction in language-learning. Analyses of the pre-2026 datasets reveal a steady shift from print to digital tools, accompanied by a marked increase in machine translation use, while online dictionary consultation remains stable. Formal instruction in dictionary skills has declined, with learners increasingly relying on self-taught strategies. Examination of the 2020 and 2023 data highlights: growing preference for digital convenience; limited engagement with advanced features of digital dictionaries; reduced classroom discussion of dictionary types, search strategies, and dictionary metalanguage. Correlation analyses confirm the importance of structured dictionary instruction for advanced and effective dictionary use. The presentation will introduce the newly collected 2026 dataset. By mapping evolving patterns of dictionary use within an increasingly digital and AI-supported environment, the paper contributes to ongoing discussions in practical lexicography, dictionary didactics, and language learning. The findings further underscore the central role of dictionary didactics in developing conscious, efficient, and pedagogically grounded dictionary-use practices. Selected examples of such practices will also be presented.

Authors:
Katalin P. Márkus, Károli Gáspár University of the Reformed Church in Hungary, Hungary

About the Presenter(s)
Dr Katalin P. Márkus is currently a University Associate Professor at Károli Gáspár University of the Reformed Church in Hungary

See this presentation on the full schedule – Saturday Schedule

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