Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta‐analysis

Abstract

This meta‐analysis examined the effectiveness of an additional gloss mode in single versus dual and dual versus triple glossing on second language (L2) learners’ word learning. In total, 22 studies, providing 26 independent effect sizes, were coded, and 11 moderator variables including quality of data sample, learner variables, gloss features, text features, and methodological features were examined. The results show that the overall effect of an additional gloss mode was medium (g = 0.46) for immediate posttests and small (g = 0.28) for delayed posttests. However, analyses of moderator variables indicated that the effect of additional gloss modes is influenced by a range of variables related to learner (e.g., proficiency), gloss (e.g., language), text (e.g., narrative vs. expository), and research design (e.g., test format). Importantly, adding an additional mode to single textual gloss enhances vocabulary learning, whereas adding a mode to dual glossing does not result in significantly better vocabulary learning. The findings suggest that using more than two gloss modes is not necessary because it does not always lead to better learning of new words.

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

“…In addition, students in all four groups achieved better gains on vocabulary recognition tests (overall gains: 14.01, from 14.78 to 28.79) than on vocabulary production tests (overall gains: 6.35, from 3.56 to 9.91), showing that multimedia glosses facilitate learning knowledge of recognition more than learning of recall knowledge. These results were also found in some other studies, such as Ramezanali et al ( 2020 ) and Yun ( 2011 ). Since learning of knowledge of recognition comes before the acquisition of recall knowledge (González-Fernández and Schmitt, 2020 ), the addition of glosses maybe facilitates learning of recognition faster and more readily than that of recall (Ramezanali et al, 2020 ).…”

“…These results were also found in some other studies, such as Ramezanali et al ( 2020 ) and Yun ( 2011 ). Since learning of knowledge of recognition comes before the acquisition of recall knowledge (González-Fernández and Schmitt, 2020 ), the addition of glosses maybe facilitates learning of recognition faster and more readily than that of recall (Ramezanali et al, 2020 ).…”

“…One plausible explanation is that according to cognitive-affective theory of learning with media, especially the modality effect, which refers to “a cognitive load learning effect that occurs when a mixed-mode (partly visual and partly auditory) presentation of information is more effective than a single-mode (either visual or auditory alone) presentation of the same information” (Low and Sweller, 2014 , p. 227). It is because when learners were exposed to dual glossing modes, they are able to encode the glossed vocabulary in both visual and verbal formats and they can process it in both verbal and visual two channels (Ramezanali et al, 2020 ). It induces a low cognitive load by splitting it between the visual and verbal channels because auditory and visual materials are separately processed in their own system.…”

“…Although numerous studies have revealed that glossing presentation benefited vocabulary learning, the results are inconclusive regarding the effectiveness of different glossing modes and whether adding an additional glossing mode to single gloss can enhance vocabulary learning (Ramezanali and Faez, 2019 ; Ramezanali et al, 2020 ).…”

“…Regarding whether adding pictures to marginal glossing would aid L2 learners' vocabulary retention, the results are also controversial. Ramezanali et al ( 2020 ) performed a meta-analysis of 22 studies, which included only between-subjects design, to compare the effectiveness of multimedia single vs. dual glossing on students' vocabulary acquisition. The results indicate that dual glossing modes (e.g., text plus picture) had a moderate effect size than single glosses (e.g., L1 or L2 glosses alone) and suggest that adding an additional glossing (e.g., pictorial glossing mode) to single textual glosses promotes learners' word learning.…”