Page 85 - RASAS 2025

10 Ruhuna Arts Student’s Annual Sessions (RASAS) -2025
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Exploring English Dictionary Use among Sri Lankan School Students: A Study
at R/Emb/Omalpe Vidyalaya, Kolonna

R.D. Rasanjalee
Department of English and Linguistics, University of Ruhuna
rdrasanjalee@gmail.com

ABSTRACT

Achieving English language proficiency requires continuous effort, and dictionaries play a vital role in
supporting language development across listening, speaking, reading, and writing. Dictionaries significantly

help second language learners acquire vocabulary, develop grammar, and improve pronunciation. In the Sri
Lankan context, school students from grades 6 to 13 often begin using dictionaries to support second language
acquisition. There is a noticeable lack of research that explores the specific types and formats of dictionaries

used by Sri Lankan school students, the factors influencing their choices, and the challenges they face in using
them. This study aimed to investigate the commonly used English dictionaries among students from grades 6

to 13, the reasons for their preferences, and the difficulties they encounter. A mixed-methods approach was
used with a purposive sample of 50 students from R/Emb/Omalpe Vidyalaya, Kolonna. The questionnaire,
developed based on relevant literature and piloted with a small group, collected both quantitative and

qualitative data. The quantitative data focused on the frequency of use of various dictionary types and formats,
while the qualitative data explored students’ preferences and usage challenges. The findings showed that the

Cambridge Online Dictionary was the most frequently used, preferred by 54 percent of participants. The
Malalasekara English–Sinhala Dictionary was chosen by 30 percent, the Oxford Online Dictionary by 14
percent, and the Sarasavi English–Sinhala Dictionary by 2 percent. Thematic analysis revealed that students

preferred online dictionaries due to convenience, the availability of example sentences, and pronunciation
support. In contrast, printed dictionaries were valued for their reliability and for being easier on the eyes during
extended reading. Reported challenges included difficulty understanding complex definitions, the limited

availability of contextual examples, and technical issues related to accessing online tools. These findings
reflect the specific context of a single rural school and cannot be generalised to all Sri Lankan students, they
suggest a strong preference for bilingual and online dictionaries among students in upper grades such as from

grade 9 to 13. It is recommended that English teachers should guide learners on selecting and using dictionaries
effectively to support academic development and reduce challenges.

Keywords: Bilingual dictionaries, Language proficiency, Monolingual dictionaries, Online dictionaries,
Second language acquisition

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