Understanding Thai EFL Teachers’ and Students’ Perspectives on Digital Dictionary Use in the Post-Pandemic Era

Abstract

This study examines EFL teachers and students in Thai universities’ perspectives on digital dictionary use, particularly in the context of technological advancements and the COVID-19 pandemic. A survey of 74 teachers and 900 students revealed significant differences in their dictionary preferences. While teachers preferred comprehensive online learners’ dictionaries for their accuracy and depth, students gravitated towards bilingual tools like Google Translate (GT) for their speed and convenience. The pandemic accelerated the shift to digital resources, with both groups increasingly relying on online tools for remote learning. Despite widespread technological readiness, teachers expressed concerns over the accuracy and educational value of quick-access tools such as GT, especially for complex tasks. The findings underscore the need for formal dictionary training that balances students’ preference for convenience with the necessity of deep language engagement. This study highlights how cultural and contextual factors have shaped dictionary use in the Thai EFL context, with implications for integrating more effective dictionary use strategies into EFL curricula. These insights contribute to a better understanding of how both teachers and students can navigate the evolving digital learning landscape in post-pandemic education.