This study aims to compare various computerized bilingual dictionaries (henceforth CBDs) for their relative effectiveness in helping Japanese college students at several language proficiency levels to access new English target vocabulary. Its rationale was based on several observations and research claims (see Atkins & Knowles, 1990; Bejoint & Moulin, 1987; Laufer & Hadar, 1997) that bilingual and bilingualized dictionaries in general, as well as electronic dictionaries in particular appear to be much more rapid and effective than monolingual book dictionaries for the acquisition of new L2 vocabulary by language learners. The author has been testing and analyzing various CBDs in four major categories for the past two years. These include (i) portable electronic dictionaries (PEDs); (ii) software CBDs; (iii) online dictionary websites; and (iv) optical character recognition/translation (OCR/OCT) devices, both portable handheld ’Reading Pens‘ (e.g. Quickionary/Quicklink) and also flatbed OCR scanners (Logo Vista) bundled with translation programs. His research started over ten years ago, however, culminating in a dissertation entitled ‘Developing and testing vocabulary training methods and materials for Japanese college students studying English as a foreign language’ (Loucky, 1996; or summary thereof, Loucky, 1997). This dissertation studied the pre- and post-test vocabulary, comprehension, listening and total reading levels of over 1,000 Japanese college students at six institutions. Since then the author has devised a simple yet practical Vocabulary Knowledge Scale (VKS), helping to more clearly define and test the differences between passive or receptive understanding vocabulary and active or productive use vocabulary. Computerized technology has now made possible multimedia programming with the benefits of interactive processing and immediate feedback. Modern CAI/CAELL along with well-made CBDs, either online or off, can already be found to scan, pronounce and translate for us in any direction of the four language skills. This study examined Japanese college students’ use of four kinds of CBDs for more rapid accessing and archiving of new L2 terms, recommending integration of their use into a more systematic taxonomy of vocabulary learning strategies.