owever, English instructors are inaccessible external the schools and students need to find dependable data that they can allude to when they experience different issues connected with English. English word references can make up for this shortcoming. In an EFL setting like Korea, where target language input is restricted, a word reference is a priceless reference to the English language. They give students helpful semantic and social data, particularly when instructors are inaccessible and the students are answerable for their own learning (Walz, 1990;). Homstad and Thorson (2000) recommend that inside the open worldview free learning is a significant objective – students are ―expected to be dynamic members in their own learning, to be daring individuals, and to utilize language to make significant communication‖ (p. 9).

The word reference is one apparatus that might end up being useful to language students to measure up to these assumptions. As per Kirkness (2004), the word reference has for quite some time been despite everything is ―an fundamental source, while perhaps not without a doubt the chief source, of data on language for all individuals from educated social orders who could have inquiries on any part of the structure, meaning, as well as utilization of a word or words in their own or in another language‖ (p. 54). Asher (1999) sees word reference use as a ―gateway to free learning‖ (p. 66) – a significant fundamental ability close by such things as proficiency in data and correspondences innovation (ICT) and the utilization of number crunchers. Chambers (1999) likewise sees word reference use as a fundamental ability that requires practice and possibly prompts more noteworthy semantic capability. Chambers is certain about the expanded student independence that admittance to a word reference brings. Understudies never again need to rely upon memory. They presently have an open door to be innovative, inventive and more trial with language, and are as of now not dependent on inquiring as to whether they don’t have a clue about a word. Horsfall (1997) keeps: A word reference can assist understudies with both the least complex issues and with the most troublesome. It can uncover misinterpretations, since it is a confidential check for a student on a word … [thereby becoming] a positive inspiration and certainty developer, showing the student that he/she can continue without the educator. It is both a showing help and a learning help. (p. 7).

Up to now, a lot of examination has zeroed in on the connection between vagueness resistance or hazard taking and unknown dialect learning accomplishment overall. Despite the fact that, there has been no exploration to date straightforwardly examining the connection between EFL students’ uncertainty resilience and hazard taking and their jargon review. In this sense, the current review meant to add to the connected writing regarding the effect of uncertainty resilience and chance taking on jargon review and effectively filled a hole in the writing.