Mehalaine, ManelLekbir, SoundousArrouf, Samira2021-11-082021-11-082021http://hdl.handle.net/123456789/11757The present study is meant to be to investigating the teachers' and students' attitudes towards the role of bilingual dictionary English Arabic in enhancing reading comprehension. We hypothesized that EFL teachers and students would have positive attitudes towards the role of monolingual dictionary in enhancing reading comprehension. To test our hypothesis, a descriptive study was conducted through forming two Questionnaires, one for teachers and the other for students, which were our data gathering tool. The first questionnaire was distributed to 15 teachers of English at L'arbi Ben M'Hidi University, Oum El Bouaghi. Whereas, the second one was given to 40 of the second year students of the same university; but, only 31 of them have answered. The combination of the review of literature, and the analysis of the findings have alighted the attitudes of both teachers and students. Therefore, teachers were agree that bilingual dictionary English Arabic develops learner's reading comprehension; but they only permit it in few conditional cases; such as the shortgate of time, and when the learners could not guess the meaning of the word from contexts; due to its difficulty. Thus, teachers attitudes were not totally positive toward the use of bilingual dictionary English Arabic to enhance reading comprehension performance. However, learner's attitudes was totally positive toward the use of bilingual dictionary English Arabic to improve reading comprehension performanceenReading comprehensionBilingual dictionaryOther