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This book presents a study that explores the use of dictionary related strategies by students in Ethiopia. Students in foreign language contexts are often expected to make various important decisions regarding dictionary use. The author tried to determine if students could successfully acquire the strategies without any guidance. He asks under what circumstances dictionary is used with reading and if the range of operations are performed in the consultation process, if students pay attention to the range opportunities dictionary use can offer for text production, and whether they make informed decisions while choosing dictionaries to use at their level. The study used multiple instruments derived from the relevant literature and the specific behaviors are recognized as appropriate pieces of evidence of proficiency in dictionary use. The strategy is useful to many students; it should be essential to help them get the best advantage from it. This book provides valuable information for various individuals interested in EFL, including teachers, instructional material designers, dictionary publishers, and researchers, to become responsive to the needs of EFL students as dictionary users