HOW UNIVERSITY TEACHERS OF ENGLISH FOR SPECIFIC PURPOSES AND THEIR STUDENTS EMPLOY DICTIONARIES IN TEACHING AND LEARNING

This paper explores how tertiary level teachers of English for Specific Purposes (ESP) and their students use dictionaries in ESP teaching and learning. The study included 21 ESP teachers and 705 students from the University of Novi Sad. Data were gathered by conducting a questionnaire (one for teachers and one for students) and an interview. The teachers’ questionnaire had 45 questions, whereas the students' contained 60 questions. Of these, 16 questions were identical and the answers to them were compared using ANOVA. The results reveal that the teachers’ and students’ views of dictionary use differ significantly with respect to 11 questions. The students primarily use online bilingual dictionaries and tools, whereas the teachers prefer monolingual dictionaries in the form of mobile phone applications. Dictionaries were primarily used for finding word meanings, with students failing to understand all lexicographic information. The results necessitate that both students and teachers receive training in dictionary use and that dictionaries become an obligatory teaching and learning resource.