A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall

Danesh, Tayebeh; Farvardin, Mohammad Taghi

doi:10.1177/2158244016669548

Cited by 2 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Overall, gloss appears to promote better vocabulary gain, especially on form recognition, regardless of the participants' language proficiency. It is consistent with findings from past studies (e.g., Danesh & Farvardin, 2016;Duan, 2018;Jung, 2016;Ko, 2012;Watanabe, 1997), which showed that glossing has a positive impact on L2 vocabulary learning. Surprisingly, target words in the contextual clue and no clue conditions were retained better in the meaning recall, even though they were less recognised compared to target words in the gloss condition.…”

Section: Discussionsupporting

confidence: 93%

“…A considerable number of past studies have shown that overall gloss has a positive effect on vocabulary learning compared to the no gloss condition (Danesh & Farvardin, 2016;Duan, 2018;Jung, 2016;Ko, 2012;Watanabe, 1997). However, the contradicting notion is that gloss might deprive a learner's mental effort for searching and inferring the meaning of the word, causing a less affirmative result in vocabulary learning (Huang & Lin, 2014).…”

Section: Input Enhancementmentioning

confidence: 99%

See 1 more Smart Citation

The Effects of Input Enhancement on Incidental Academic Word Learning

Sulaiman¹,

Salehuddin²

2022

JSSH

View full text Add to dashboard Cite

Reading contributes to vocabulary development and is regarded as an efficient pedagogical approach to vocabulary learning. Through reading, learners are exposed to new words in their rightful context of use. This study investigates the effects of input enhancements on incidental academic word learning through reading English academic texts among English as a Second Language (ESL) undergraduates. The study compares different input conditions, gloss, contextual clue and no clue. Twelve academic words from Coxhead’s Academic Word List (AWL) were selected as the target words for this study. Three vocabulary tests were employed to assess academic words learnt incidentally from the texts in terms of their form, meaning recognition and ability to recall. Seventy-nine proficient and less proficient Malaysian ESL undergraduates participated in this study. Findings revealed that proficient participants recognised more target words compared to less proficient participants. In addition, gloss increases the noticeability of the target words, at least at the form recognition level. The study’s findings suggest that input enhancement would better impact vocabulary learning if integrated into a reading task or facilitated by vocabulary learning instruction.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Input Enhancementmentioning

confidence: 99%

The Effects of Input Enhancement on Incidental Academic Word Learning

Sulaiman¹,

Salehuddin²

2022

JSSH

View full text Add to dashboard Cite

show abstract

“…The research employed a design in which it was impossible to separate the effect of textual glosses from other treatment effects (e.g. Danesh & Farvardin, 2016; Huang & Lin, 2014).…”

Section: Methodsmentioning

confidence: 99%

The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis

Chao

2021

Language Teaching Research

View full text Add to dashboard Cite

Despite the growing interest in incorporating textual glosses into second language (L2) reading in hypermedia and paper media, no agreements have been reached as to whether and what extent a textual gloss facilitates L2 learners’ vocabulary acquisition in hypermedia and paper media. The present study meta-analysed the overall effects of textual glosses and different glossing types (i.e. language, location, and mode) on L2 vocabulary acquisition, as well as the moderation effects on the variability of L2 vocabulary acquisition effect sizes. Based on a comprehensive search, 20 studies involving 2,291 participants that have quantitatively documented the changes of L2 vocabulary gains through a pre-and-post textual glosses design were identified and coded in order to retrieve moderator variables. The results show the following: (1) textual glossing has a medium effect on L2 vocabulary acquisition; (2) the effect of textual glosses on L2 vocabulary acquisition persists over time; (3) glossing location and glossing mode significantly impact the effect of textual glosses on L2 vocabulary acquisition but glossing language has no definite effect; and (4) outcome measure is the only moderator variable among the three influencing factors on vocabulary acquisition. These results are further discussed with reference to existing studies and theory of second language acquisition.

show abstract

A Comparative Study of the Effects of Different Glossing Conditions on EFL Learners’ Vocabulary Recall

Cited by 2 publications

References 17 publications

The Effects of Input Enhancement on Incidental Academic Word Learning

The Effects of Input Enhancement on Incidental Academic Word Learning

The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis

Contact Info

Product

Resources

About