Learning Across Contexts: A Multiple Case Study of Mobile Dictionary in Chinese EFL learners’ Incidental and Intentional Vocabulary Learning

As mobile dictionaries have become popular L2 learning and referencing tools, this paper primarily focused on four Chinese EFL learners’ incidental and intentional L2 vocabulary learning process and progress with the assistance of a mobile dictionary. The study has two learning stages: the incidental stage and the intentional stage, employing a quasi-experimental design to collect both quantitative and qualitative data. At the incidental learning stage, all participants were asked to complete: (1) vocabulary tests; (2) a reading comprehension task with a bilingualised mobile dictionary; (3) a self-report questionnaire; and (4) a semi-structured interview. At the intentional learning stage, a word list and an audio recording of word pronunciation were distributed to the participants. In the ensuing 14 days, participants took charge of their vocabulary learning, using the word list on their smartphones. They completed the self-report questionnaire to report their daily mobileassisted vocabulary learning and attended the final vocabulary test. The findings show that mobile dictionaries could benefit learners’ incidental vocabulary learning, but subject to their dictionary use. In the self-directed intentional vocabulary learning, participants were more active as a result of great performance in the final vocabulary test.