COMPARATIVE ANALYSIS OF ONLINE DICTIONARIES AS A TOOL FOR INDEPENDENT LEARNING OF TECHNICAL VOCABULARY BY STUDENTS: ASSESSMENT OF PERFORMANCE

Kochetova G.R.

Branch of the Ufa University of Science and Technology in Kumertau
453000, Gorky St., 22 A
Kumertau, Russia
e-mail: gulchik.k@mail.ru

Introduction

In the context of rapid technological advancement and globalization, knowledge of a foreign language, particularly English, is becoming not an optional but a mandatory skill for students at technical universities. Proficiency in technical vocabulary plays a crucial role in professional competence, enabling understanding of documentation, instructions, and scientific articles, and effective collaboration with colleagues from other countries.

The aim of this study is to examine popular online technical dictionaries and assess their suitability for independent learning in foreign language classes. To achieve this goal, we classify dictionary types, develop evaluation criteria, conduct a comparative analysis, and offer recommendations for students and teachers.

A literature review [4; 7] notes that online dictionaries facilitate better understanding of specialized texts and expand vocabulary. They provide quick access to meanings and translation options, contain examples of usage in context, multimedia materials, and information on terminological collocations. Examples of Russian resources include Multitran and ABBYY Lingvo. Among English-language resources for advanced users, monolingual and corpus-based dictionaries are worth considering.

The choice of dictionary depends on your level of language proficiency. Beginners should consider bilingual dictionaries with examples, while advanced learners should consider monolingual and corpus-based dictionaries.

The main objective of this work is to study popular online dictionaries containing technical terminology and determine their suitability for independent student learning [10; 12; 13; 14]. To achieve this goal, it is necessary to solve several sequential problems: categorize online dictionaries by type, analyze their functions, compare their strengths and weaknesses, and formulate methodological recommendations for students of a technical university.

In addition, it is advisable to find out students' opinions about their preferences and methods of working with dictionaries, and, if possible, to compare the level of text comprehension and vocabulary memorization before and after using different resources.

Materials and methods

According to leading Russian methodologists such as S.G. Ter-Minasova (a specialist in intercultural communication and new approaches to teaching) [6, p. 101], E.N. Solovyova (the author of numerous works on modern methodology) [5, p. 40], and A.N. Shchukin (the creator of numerous textbooks and manuals) [1], online dictionaries are a valuable tool. Although the main scientific research of these renowned scholars in the field of linguistics and foreign language teaching goes beyond the narrow study of online dictionaries, their opinion on this issue deserves special attention.

The researchers' contribution to online dictionaries and their use is methodological and theoretical rather than directly empirical. They are creating a scientific foundation within which the use of online dictionaries becomes part of students' independent work with professional vocabulary.

The scientific work of S.G. Ter-Minasova is focused on such key areas as the development of the theory and methods of teaching foreign languages, the study of the phenomenon of intercultural interaction, the analysis of the relationship between language and culture, as well as the study of the theory of second language acquisition [6].

S.G. Ter-Minasova views online dictionaries more as a methodological tool within the broader context of language teaching and intercultural communication. Her work emphasizes the importance of understanding language in the context of culture and real-life communication. From this perspective, online dictionaries that provide contextual examples, idioms, and cultural references will be highly valued as tools that facilitate not just translation but also deep understanding.

E.N. Solova's research interests [5] focus on key aspects of English language teaching, including the development of practical methods, the improvement of skills in all types of speech activity, the development of communicative competence, and the training of specialists in foreign languages. As a practical methodologist, E.N. Solova examines online dictionaries in terms of their effectiveness in the educational process. Her work focuses on how various resources can be used to achieve specific educational goals.

The contribution of A.N. Shchukin [1] to science covers lexicography, research into the historical development of methods of teaching foreign languages, and the development of general theoretical principles of methodology and terminology, which is confirmed by his extensive authorship of methodological dictionaries and teaching aids.

Of the three aforementioned scholars, A.N. Shchukin, as a lexicographer and author of dictionaries, is closest to the systemic analysis of dictionaries as such.

Based on the combined opinions of S.G. Ter-Minasova, E.N. Solovova, and A.N. Shchukin, taking into account the focus on students of technical universities, specialized texts, and professional vocabulary, the following can be said about the choice between Multitran and ABBYY Lingvo:

1. Multitran:

Based on the criteria proposed by A.N. Shchukin, primarily specialization and terminological precision, Multitran stands out for its extensive collection of highly specialized terms, especially in technical fields, and offers numerous translation options. This makes it useful for creating glossaries of terms and examples from professional literature for engineers. The wealth of options and examples from real-world sources helps understand the language of specific professional tasks.

According to E.N. Solova's methodology (quick access, comparison of variants), Multitran is extremely effective for "quickly searching for information on technical vocabulary" and "comparing different translation variants." Its extensive database allows for quick searches of even rare, niche terms.

In line with S.G. Ter-Minasova's context-sensitive theoretical approach, Multitran may be less structured in terms of detailed explanations, but it does provide numerous brief examples of word usage in context. This helps students see how terms are used in various technical contexts.

2. ABBYY Lingvo:

Based on A.N. Shchukin's rating system, which includes lexicographic accuracy and structure, ABBYY Lingvo is known for its high lexicographic accuracy, detailed dictionary entries, grammatical information, and high-quality source selection, often based on authoritative printed dictionaries. This makes it more reliable for in-depth study of words and their forms, as well as for general language development.

Based on the analysis of the requirements formulated by E.N. Solova, particularly in terms of didactic appropriateness and integration of multimedia technologies, ABBYY Lingvo often offers a more user-friendly interface, audio pronunciation, and, in the full versions, tools for creating lists and repetition, which improves vocabulary acquisition.

Compliance testing with the criteria proposed by S.G. Ter-Minasova shows that more comprehensive dictionary entries in ABBYY Lingvo can facilitate a deeper understanding of a word in various aspects, not just as a technical term.

Thus, a comparative analysis shows that using each dictionary in isolation is insufficient to fully address the problem. Consequently, from the researchers' perspective, the most valid approach to mastering specialized texts and expanding the professional vocabulary of students at technical universities is their integrated use, in which the strengths of one source compensate for the limitations of another.

Key reasons why Russian scholars find online dictionaries (such as Multitran and ABBYY Lingvo) useful include quick access to definitions and translations, which facilitates understanding of the text without lengthy distractions; the presence of examples of terms in context, which promotes deeper understanding rather than simple translation; the use of multimedia elements to enhance vocabulary acquisition and compare translations; and the availability of tools for creating lists of terms and reviewing them for memory retention.

To effectively learn terminology, it's recommended to integrate the dictionary directly into your workflow, using browser extensions or mobile apps that provide instant access to definitions while reading. Working with multiple sources [9; 16] and comparing definitions and illustrative examples will help avoid misinterpretations.

When reading a text, you should first try to independently understand the meaning of a term based on the context, and only then consult a dictionary for clarification. This approach promotes the development of logical inference skills. The choice of dictionary should be appropriate to the reader's level (bilingual dictionaries with examples are suitable for beginners, while monolingual and corpus-based dictionaries are suitable for advanced learners).

It's essential to take notes regularly: jot down definitions, usage examples from the text, and create your own sentences using the term. To regularly review and reinforce professional vocabulary, use flashcards [2, pp. 412–415], employing the spaced repetition method.

A comprehensive analysis of the most popular and specialized online dictionaries for students studying engineering was conducted [11; 17]. A target group survey was also conducted to determine the level of satisfaction and practical value of these resources.

The study was conducted at the Kumertau branch of the Ufa University of Science and Technology. Respondents included second-year students enrolled in the "Automation of Technological Processes and Production" program. A total of 90 people (N = 90) participated in the survey. All participants were studying English as part of their curriculum, had a language proficiency level of at least A2 (Pre-Intermediate), and had not previously participated in similar experiments. Participants were selected based on availability among students attending classes during the study period. Prior to the survey, all participants were informed of the study's objectives, and their responses were guaranteed anonymity.

To obtain representative data, the participants were divided into three groups, namely:

Group A (full-time education, N = 25). In this group, students used the ABBYY Lingvo online dictionary to translate and study the text.

Group B (full-time education, N = 25). Group B included students using the Multitran online dictionary for translation and text analysis.

Group B (correspondence course, N = 40). In this group, students used a traditional paper dictionary (edited by V.K. Müller et al. [4]) to translate and study the text.

A specialized text on automation from an English textbook for technical universities was selected as the material for translation: Agabekyan I.P., Kovalenko P.I. English for Engineers. 10th ed. Rostov n / D: Phoenix, 2014. 317 p. The text, 1800 characters long, contained specialized vocabulary in the field of automation of technological processes, in particular the following terms: "feedback control system", "automatic pilots", "closed-loop", "programmable logic controller (PLC)".

The experiment consisted of two stages:

Text Translation. Students in all three groups were given the same text. Participants in Groups A and B completed the translation using computers with internet access (access to online dictionaries). Participants in Group C worked exclusively with traditional printed dictionaries (the use of electronic devices was not permitted). Students were given 30 minutes to complete the task. The researcher recorded the actual translation completion time for each participant.

Post-test for vocabulary acquisition. Immediately after the translation, students (without access to dictionaries) were given a quiz of 10 terms, requiring them to provide their Russian equivalents or explain their meanings. The purpose of the post-test is to assess the development of conceptual frameworks rather than their mechanical memorization of the translation.

The following methods were used to process the obtained results: a) quantitative analysis, in which the mean arithmetic values of the translation time and the percentage of correct answers in the test were calculated; b) comparative analysis, in which the indicators between groups A, B and C were compared; c) qualitative analysis, in which an assessment was made of the substantive part of the answers to the task about the operating principle of the system and the classification of typical errors in understanding.

Thus, in contrast to the theoretical works cited above, our objective was to empirically test how specific vocabulary tools influence the comprehension of technical text by students with different learning experiences (full-time and part-time).

A fundamental distinction of our study is the comparison of digital tools with classical printed dictionaries. As M.L. Marus [3, p. 12] rightly notes, computer lexicography is not simply a mechanical replacement for classical lexicography, but a new stage in its development, introducing new methods of information organization. During the experiment, we identified the following differences (see Table 1).

Table 1. Comparative and contrastive analysis of modern online dictionaries and classical printed dictionaries

Criterion	Printed dictionary (Müller et al.)	Online dictionaries (ABBYY Lingvo / Multitran)
Search speed	Low (manual page selection required)	High (instant search on request)
Coverage of terminology	Limited by the volume of the publication	Virtually unlimited, regularly updated
Context and examples	Minimum examples, or no examples at all	Numerous examples, often tagged by industry
Updating knowledge	The dictionary records the language at the time of publication.	Constantly updated with new vocabulary (relevant for Multitran)
Additional functions	None	Transcription, audio, and word storage capabilities (Lingvo Tutor)

In this study, we conducted a comparative analysis of not only modern online dictionaries (using specific examples) but also compared them with existing traditional printed dictionaries, allowing us to identify the advantages and disadvantages of both. Both general-purpose and specialized online resources widely used by students at technical universities were selected for analysis: ABBYY Lingvo, Multitran (in online format), and specialized industry glossaries and terminology databases. The criteria for selecting the dictionaries included their popularity among students, online availability, and the presence of sections dedicated to terminology.

To objectively evaluate each resource, the following parameters were used: vocabulary size, i.e., the number of specialized terms and their coverage across various disciplines; comprehensiveness of information, i.e., the presence of definitions, usage examples, synonyms, grammar notes, and pronunciation information; user interface usability, including search speed, filters, readability, and availability of a mobile version or app; additional features, including transcription, voiceover, adding words to favorites, and the creation of user lists; and specialization, which refers to the quality and depth of terminology development in specific technical fields.

Results and discussion

A ready-to-use methodology—a student survey—is proposed as a data collection tool. The developed toolkit includes a detailed description of the questionnaire structure, sample questions of various types (closed and open-ended), the rating scales used, instructions for conducting the survey, processing methods, and analyzing the data obtained, as well as an informed consent template.

The purpose of the survey is to assess the frequency of use, degree of satisfaction and preferences of second-year students majoring in "Automation of Technological Processes and Production" at the branch of the Ufa University of Science and Technology (Kumertau) in relation to electronic dictionaries of technical terminology.

Sample informed consent form: "Dear student! This survey is being conducted to study the use of online dictionaries in the educational process. Participation is voluntary and anonymous. Completing the survey will take 7-10 minutes. The results will be used for research and educational purposes. By confirming your participation by clicking the 'Next' button, you consent to participate in the survey.".

Example of a student questionnaire

Questionnaire for research on the use of online dictionaries.

A. Respondent details

1. Course:

2. Specialty:

3. Gender (optional): M / F

B. User experience

4. How often do you use online dictionaries?

Daily

Several times a week

Several times a month

Rarely

Never

5. List the most frequently used dictionaries:

1. ABBYY Lingvo

2. Multitran

3. Classic printed dictionaries

C. Likert scale rating (1–5)

Please rate the following statement on a scale from 1 (Strongly disagree) to 5 (Strongly agree):

6. Online dictionaries help in understanding texts.

12345

7. The dictionary contains a sufficient number of terms.

12345

8. Are online dictionaries convenient to use?

12345

D. Practical application

9. For what tasks do you most often use a dictionary? (Select all that apply)

Translation

Clarification of meaning

Search for examples

Other:

10. Which features are most important to you? (Select all that apply)

Availability of terminology

Examples of use

Voice-over pronunciation

Other:

E. Open-ended questions

11. What difficulties do you experience when using online dictionaries?

12. What suggestions do you have for improving the functionality of dictionary services?

Based on a survey of second-year students majoring in "Automation of Technological Processes and Production" at the Kumertau branch of the Ufa University of Science and Technology, ABBYY Lingvo was found to be an optimal and convenient tool for independent study of specialized vocabulary. Multitran is effective for in-depth work on a narrow topic, requiring the analysis of multiple translation options. Traditional printed dictionaries, despite their comprehensive nature, are significantly inferior in terms of speed and relevance of vocabulary, which is critical for students in technical fields working with rapidly developing fields of knowledge. The evaluation was based on the breadth of the terminology base, the completeness of the information presented (definitions, usage examples, pronunciation), the intuitiveness of the interface, and the availability of additional features (saving, exporting, and pronunciation of terms).

Full-time students using online dictionaries completed the translation process significantly faster:

Group A (ABBYY Lingvo): average translation time – 18 minutes. Students praised the intuitive interface and well-structured articles.

Group B (Multitran): average time – 22 minutes. The delay is due to the analysis of a large number of translation variants.

Group B (printed dictionary): average time – 40 minutes. 25% students did not meet the time limit.

ABBYY Lingvo's advantages include: an extensive and systematic terminology database covering relevant disciplines; high-quality bilingual and explanatory dictionaries from trusted publishers; translation examples, grammar notes, and audio accompaniment; convenient tools for storing vocabulary and creating personal dictionaries; a stable and intuitive user interface; mobile apps; and integration with other ABBYY products.

It's important to emphasize that choosing the optimal dictionary is subjective and depends on the individual needs and skills of users. Many respondents note Multitran's effectiveness for searching highly specialized technical terms (thanks to its extensive database of user-generated dictionary entries). Therefore, it is recommended to use ABBYY Lingvo as a primary resource, supplementing it with Multitran for more in-depth searches and checking alternative translations when necessary.

Conclusion

The study examined popular electronic and traditional printed dictionaries used by students majoring in "Automation of Technological Processes and Production." The analysis focused on widely used online platforms for working with technical terminology.

Based on an analysis and survey of second-year students at the Kumertau branch of the Ufa University of Science and Technology, ABBYY Lingvo was found to be the most effective tool. A pilot study demonstrated that the use of online dictionaries, particularly ABBYY Lingvo, by full-time students reduces the time spent translating specialized text by an average of 45–50% compared to traditional printed dictionaries. This frees up classroom time for solving professionally-oriented problems and developing communication skills. This resource was chosen due to its extensive database of specialized terms, the high quality of its dictionaries, ensured by partnerships with renowned publishers, and the availability of practical materials with translation examples and grammar points.

ABBYY Lingvo's functionality includes the ability to save words and create custom dictionaries. The interface is stable and easy to use. ABBYY Lingvo offers the optimal combination of translation quality and ease of use. Multitran is effective in searching for highly specialized technical terms thanks to its extensive database of user dictionaries. ABBYY Lingvo provides examples of term usage in real texts.

Thus, it's important to note that online dictionaries are an important resource for students studying technical English independently, but their effectiveness directly depends on the correct selection of the resource for a specific learning task. In today's digital world, electronic dictionaries have become an essential tool for students studying English in technical fields. These tools significantly simplify the process of familiarizing themselves with specialized terminology and, as a result, facilitate more productive learning of the course material.

The practical significance of the study lies in the possibility of applying the developed methodological recommendations, which can be used by foreign language teachers in technical universities when organizing independent work of students, as well as by the students themselves to optimize the process of mastering professional vocabulary.

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References

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6. Ter-Minasova SG. Language and Intercultural Communication. Moscow: Slovo, 2000. 264 p.
7. Shpakovsky VF. Popular English-Russian and Russian-English dictionary: transcription and transliteration of English words in Russian letters: 12,000 words and phrases. Moscow: Tsentropoligraf, 2013. 441 p.
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