| Summary: | In this paper, we discuss the development of “can do” descriptors for dictionary use in English language teaching. With the CEFR gaining prominence as a tool for language proficiency assessment and the proliferation of traditional and online dictionaries, there’s a renewed focus on defining dictionary skills within the CEFR framework. Through an extensive literature review, we compiled skill inventories showcasing learners’ abilities with dictionaries across tasks. Our “can do” questionnaire results highlight varying skill levels and reveal gaps between perceived and actual proficiency, emphasizing the importance of refining questionnaire items to align with real-world abilities.
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