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E-dictionaries are widely employed by EFL (English as a Foreign Language) learners and have shown significant effects on L2 learners' performance. The study tried to apply a smartphone dictionary in a two-week L2 reading practicum using Simple View of Reading (SVR) as a theoretical framework and adopted a mixed-method research approach. Students’ motivations, behaviors, and challenges were triangulated for the correlation and evaluation of the impact of a smartphone dictionary on L2 reading learners. The findings revealed the applicability of the tool in L2 reading pedagogy. However, participants generally expressed their concern with the effective use of the information provided by the dictionary. This study prompted learners and educators to re-conceptualize e-dictionary using behaviors and provide pedagogical guidance for L2 educators.
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