Both were designed to encourage a process-oriented approach to dictionary-based work and to promote the development of learning strategies and transferable skills. The project entailed devising a booklet of access procedures and developing a set of suitable applications, limited at this stage to two units of a section devoted to the processing of definitions and supporting information. The Robert Electronique Project set out on a small-scale to assess and exploit the potential of electronic monolingual dictionaries as language-learning aids as a case study. The teaching implication is, therefore, to provide a variety of lookup options catering to different lookup preferences in paper or CALL dictionaries when assigning tasks that involve reading comprehension and understanding of unfamiliar words. Results suggest that different people have different lookup preferences and that the use of multiple dictionary information seems to reinforce retention. Recall data were analysed (ANOVAs, repeated measures, and correlations) to establish possible connections between retention and lookup behaviour (type of information selected, and number of lookups for each word). After task completion, subjects were unexpectedly tested on meaning recall of the target words. During the task, log files registered every selection of dictionary information. Unknown words could be looked up in the CALL dictionary built into the programme. The subjects were asked to read the text on the screen and understand it so that they could take a comprehension test after reading it. Pre-tests showed that they were unfamiliar to most subjects. The target words examined for incidental learning were 12 low frequency words. The subjects were English as a Foreign Language (EFL) university learners in Hong Kong and Israel. The dictionary information has been incorporated into a CALL programme which was comprised of a text, highlighted low-frequency words, and access to different lexical information about these words (explanation in English, translation into L1, sound, root, and "extra" information). The study investigates a relationship between what is looked up about new words when different kinds of information are available and how well these words are remembered.
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