The present study attempts to show the importance of using a bilingual language dictionary to improve conversational skills of learners of Arabic as aForeign Language, from their own perspective. The respondents are learners of Arabic as a foreign language in Oman, primarily in four Arabic as a foreign language institutes: Noor Majan Institute (Ibri campus), Noor Majan Institute (Muscat campus), Al-Dhad Institute at the University of Nizwa, and the Sultan Qaboos School of Arabic as a Foreign Language in Manah. The respondents are 105 students during the 2018/2019 semester. The researcher uses the description method, which fits well for such investigations. The survey is a tool of this method. The survey underwent several stages: First, the survey is a tool of this method. The survey was designed based on the literature, then it was tested for validity, and finally, it was distributed to the interviewees and the results were analyzed and statistically treated. The study shows that the learners of Arabic as a foreign language generally believe that the bilingual dictionary plays an average role in terms of improving conversational skills.as for the electronic dictionary, it comes in first place. Then comes the printed bilingual dictionary in second place. The difficulty in using the printed bilingual dictionary is in third place. The end comes the type of used dictionary. As the research shows, there are no statistical differences in the respondents' answers to the importance of the bilingual dictionary for developing the ability to preserve Arabic as a foreign language learner based on their terms of study, social type, age and level of study. However, the study shows statistical differences in terms of the level of learning in the third area for what is over four years. The results of the research, the researcher recommendations: 1. Using bilingual dictionary in teaching Arabic as a foreign language institutes. 2. Designing a bilingual dictionary specifically for learners of Arabic as a foreign language, based on their level. 3. Selecting the dictionary's vocabulary from today's Arabic language, namely, from today's newspapers, magazines, and the language of the media. 4. Holding seminars and workshops for teachers of Arabic as a foreign language in order to exchange experiences on ways to utilize the bilingual dictionary to improve conversational skills and other skills too. The researcher also suggests doing additional studies, looking at such topics as: 1. The function of the monolingual dictionary in learning Arabic as a foreign language. 2. The function of the bilingual dictionary in relation to the development of reading ability. 3. The difficulties in using the dictionary for learning Arabic, and their solutions. The researcher considers the present study to be the beginning of numerous studies in the field of dictionary concerning the development of all language skills, listening, reading comprehension and writing as well as increasing the ability to speak. The study may also open the door for the continuation of the study on how to use the dictionary in the field of Arabic as a language learning.