Abstract
This study is made of high school students reading English short stones in two conditions: with dictionary and without dictionary. The results found that learners in the dictionary condition group outperformed their peers on a word-meaning matching vocabulary test. Especially students with lower level vocabulary knowledge received much higher scores than those of counterparts in a without dictionary condition. However, in a reading comprehension test, the mean score of the dictionary condition group was lower than that of the without dictionary group. This article ends with discussion and implications of these conflicting results.
