Empirical studies on the use of English and Chinese learner’s dictionaries (2001–2024): a comparative review

Abstract This study presents a comparative review of 484 empirical studies on the use of English learner’s dictionaries (ELDs) and Chinese learner’s dictionaries (CLDs) published between 2001 and 2024. Drawing from the Web of Science and CNKI databases, the analysis categorises the literature into eight research themes and seven methodological approaches to delineate the developmental trajectories of these two fields. Results indicate that ELD use research demonstrates relatively broader thematic exploration and increasing adoption of objective, process–oriented methodologies. Concurrently, CLD use research remains in an exploratory phase, predominantly relying on self–reported data to examine user needs and skills, while lacking in–depth inquiry into users’ cognitive processing and the typological features specific to the Chinese language. Despite these developmental differences, both fields exhibit shared gaps regarding how dictionaries are integrated into instructional and autonomous learning contexts, as well as in the exploration of the interplay between dictionaries and other elements within the language learning resource ecosystem. The paper concludes by proposing a research agenda that incorporates frameworks from educational technology and the learning sciences to advance this ecological perspective. It calls for further research into the use of AI–enhanced learner’s dictionaries (AILDs) in response to the evolving technological landscape. Furthermore, the specificities of the Chinese language and its acquisition warrant greater international scholarly attention, constituting a crucial yet under–researched dimension in current CLD use studies.