With the growth of mobile technologies in educational settings, mobile-assisted language learning (MALL) has received considerable attention, particularly in the area of vocabulary acquisition. Among the various tools available, mobile-assisted dictionaries offer accessible and context-sensitive support for learners, enabling them to engage with new vocabulary during reading and listening activities. Although vocabulary learning can occur incidentally through exposure to language input, the extent to which mobile-assisted dictionaries enhance this process remains underexplored, especially among Chinese learners of English as a Foreign Language (EFL). This study investigated the incidental second language (L2) vocabulary learning process of four Chinese EFL learners using a mobile-assisted dictionary. These dictionaries have become a popular resource for L2 learning and reference. The research employed a quasi-experimental design to collect both qualitative and quantitative data, which included: (1) vocabulary assessments; (2) a reading comprehension exercise using a bilingual mobile dictionary; (3) a self-report questionnaire; and (4) a semi-structured interview with all participants. The findings indicate that when used appropriately, mobile-assisted dictionaries can enhance learners' incidental vocabulary acquisition.
Zhang et al. (2025) studied this question.