Analysis of the factors associated with the curricular integration of online bilingual dictionaries in eflt

The current increase in the use of mobile devices in the foreign language classroom has expanded the presence of lexical tools such as free-access online bilingual dictionaries. Unfortunately, their use is not adequately explained and regulated yet. This lack of pedagogical intentionality gave rise to a research study focused on the curricular integration of these types of dictionaries in the context of teaching English as a foreign language at the higher education level. This article documents the process that was carried out to design and implement a triangulation matrix that allowed an integrative synthesis of the data provided by the sample made up of four EFL university teachers through three data collection instruments. This integrative synthesis facilitated the identification of a series of factors associated with the curricular integration of bilingual online dictionaries. This identification led to a series of administrative, pedagogical, and didactic proposals aimed at strengthening said process in foreign language teaching contexts.