L1 and L2 Glosses: Their Effects on Korean EFL Learners’ Reading Comprehension

Ha, Myung-Jeong

doi:10.17002/sil..40.201607.403

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…To do so, Hedge's g was chosen because it corrects small sample bias, while Cohen's d might overestimate effect size particularly for small samples (Lipsey & Wilson, 2001). In calculating effect sizes, we found that some individual studies contained two or more independent samples; for example, Shiki (2008) had three, while Ha (2016) and Ko (2017) had two each. Thus, the collected 26 studies represented a total of 30 independent samples.…”

Section: Effect Size Calculation and Overall Average Effect Sizementioning

confidence: 99%

“…While reading an L2 text with glosses has the dual goal of achieving reading comprehension of the target text and learning unfamiliar L2 vocabulary, research on L1 and L2 glosses has not been consistent in terms of measuring the target learning outcomes through which the effects of these two types of glosses are examined, with some researchers adopting reading comprehension tests only (e.g. Al-Jabri, 2009; Ha, 2016), others implementing vocabulary tests only (e.g. Rouhi & Mohebbi, 2012; Yoshii, 2006), and still others, adopting both types of tests (Arpacı, 2016; Shiki, 2008).…”

Section: Introductionmentioning

confidence: 99%

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The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

Kim¹,

Lee

2020

Language Teaching Research

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Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples ( N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

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Section: Effect Size Calculation and Overall Average Effect Sizementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

Kim¹,

Lee

2020

Language Teaching Research

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Revisiting the Utilization of Mother Tongue in L2 Classroom: Implications for EAP Classroom

Tran

2024

JETM

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The utilization of the first language (L1) in English as a second language classrooms has sparked considerable debate. Differing viewpoints rooted in various theories of second language acquisition (SLA) have emerged, either supporting or opposing the use of the native tongue in teaching an additional language. This document consolidates the ongoing discussions surrounding the incorporation of L1 in the context of teaching and learning a second language (L2). Examination of existing literature on the use of L1 in L2 instruction reveals that, theoretically, employing the first language aligns with SLA theories such as the Interdependency Principle and Meaningful Learning Theory. Furthermore, practical application indicates that purposeful use of learners’ native language consistently correlates with improved acquisition of L2 linguistic forms and skills. Additionally, it is apparent that both instructors and students with lower proficiency levels view the inclusion of L1 in L2 education positively. Building upon these significant findings, a suggestion is made for implementing L1 in an EAP classroom, demonstrating how it can serve various functions, such as providing learning resources and addressing psychological and emotional aspects, in the context of L2 teaching and learning.

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L1 and L2 Glosses: Their Effects on Korean EFL Learners’ Reading Comprehension

Cited by 2 publications

References 12 publications

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

Revisiting the Utilization of Mother Tongue in L2 Classroom: Implications for EAP Classroom

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