本研究目的是探究台灣大學生使用英漢雙解詞典的狀況，並找出台灣英語學習者 使用紙本字典的原因、使用字典的動機變化、以及可能造成這些改變的原因。本研究 透過問卷蒐集資料，並利用SPSS14.0分析數據。研究結果發現在102學年度大學生 使用英漢雙解詞典的原因相似，如外在壓力、喜歡使用英文、能流利使用英文、字彙 學習相關理由、以及其他英文學習相關原因。那些認為自己使用紙本字典的原因曾經 改變的學生，在問卷中寫下了可能造成這些改變的原因，如無動機了解字典中詳細的 單字相關知識、及使用紙本字典的不便。本篇論文指出若研究對象有意願更進一步學 習英文，他們知道該如何透過紙本英漢雙解詞典加強他們有限的英語字彙使用能力。

This study is to investigate bilingualized dictionary use of Taiwanese university students. It focuses on EFL learners' reasons for using book dictionary, their perspectives on any changes of their dictionary use motivation, and the possible factors which might cause these differences. Data was collected through questionnaires and analyzed by SPSS 14.0. Findings indicate that the subjects held similar reasons for using book dictionary during the academic year 2013-14, such as external pressure, enjoyment and fluency of using English, vocabulary-learning-related reasons, and general English-learning-related reasons. Those who thought their reasons for using this book dictionary had changed within two semesters made some written comments regarding their perceived factors, such as demotivation for accessing detailed word information in a dictionary and the inconvenience of using book dictionary. This paper concludes by arguing that comparatively low achievement university students may be aware of how they can learn best if they would like to extend their language learning journey further. Any format of bilingualized dictionary can open a door for them to expand their limited knowledge of English words.