Strategic use of digital dictionaries in L2 reading: A multimodal analysis of eye-tracking, lookup logs, and learner awareness

This study investigated effective dictionary use strategies in second language (L2) reading by comparing the behaviors of high- and low-performance readers (N = 73) using computer-mediated dictionaries. A multimodal dataset was collected, integrating eye-tracking, dictionary lookup logs, a self-report instrument called the Lookup Strategy Scale, and semi-structured interviews, to examine both observable behaviors and learners' awareness of their strategy use. Results showed that high-performance readers displayed more strategic behaviors when selecting dictionary information, such as the simplification strategy, which was associated with better comprehension. Semi-structured interviews enriched the findings by revealing learners’ reasoning behind strategy use and meaning selection. Discrepancies between self-reported and actual strategy use were also observed, indicating limited metacognitive awareness among lower-performance learners. The results inform the design of targeted instructional interventions that reflect actual learner behavior and promote strategic dictionary use in digital reading environments.