Abstract :

One of the persistent challenges in English language learning is students’ hesitation to ask questions, often due to low self-confidence. This reluctance often stems from feelings of embarrassment, anxiety, or fear of making mistakes. To overcome these challenges, students frequently turn to digital tools that support their language learning, one of the most commonly used being the U-Dictionary application, available on platforms such as the Play store and Appstore. This study aims to explore the role of U-Dictionary as a supportive tool in English language teaching and learning, both from students’ and teachers’ perspectives. Employing a descriptive qualitative approach, this research investigates the advantages and disadvantages of using U-Dictionary in English as a Foreign Language (EFL) classroom. Findings indicate that U-Dictionary serves as a practical and accessible resource for enhancing vocabulary acquisition and enabling independent learning through features such as word definitions and instant translations. However, while the application offers convenience, excessive reliance on it may impede the development of students’ critical thinking and analytical skills if not integrated with proper pedagogical strategies. Therefore, it is essential for educators to guide students in using such digital tools responsibly, ensuring that they remain actively engaged in constructing and evaluating language, rather than becoming passive recipients of information. U-Dictionary can be a valuable complement to English instruction, provided it is used thoughtfully within a well-structured learning framework.

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Keywords :

U-Dictionary, Digital Aids, EFL, E-Learning

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