The main purpose of this research is to explore the differences in learners' look-up behavior between handheld-electronic dictionaries (hereafter ED) and printed dictionaries (hereafter PD). We focused, particularly, on the relation between learners' look-up frequency and degree of reading comprehension of the text. A total of 72 undergraduate students participated in the experiment, and were divided into two groups (ED and PD Groups) with approximately the same proficiency. Each group was assigned two tasks; to read the texts by using the designated dictionary (ED or PD) and to answer quizzes related to the texts they had read. The number of looked-up words, the time they needed for the tasks, and the quiz scores in each group were statistically examined. The results showed the ED group looked up more words to comprehend the texts than the PD group did in a shorter period of time. However no significant difference was found in the quiz scores. These findings indicate that increased look-up frequency induced by ED does not necessarily guarantee better reading comprehension of learners’. Some pedagogical suggestions will be also made based on the results.
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