L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention

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dc.contributor.authorCheng, Ying-Hsueh
dc.contributor.authorGood, Robert L.
dc.date.accessioned2020-05-22T02:08:31Z
dc.date.available2020-05-22T02:08:31Z
dc.date.issued2009-10
dc.description.abstractThe present study examines the effects of 3 kinds of glosses—first-language (L1) Chinese glosses plus second-language (L2) English example sentences, L1 in-text glosses, and L1 marginal glosses—in comparison with a no-gloss condition in reading an English passage, to explore whether providing glosses can facilitate reading comprehension and vocabulary acquisition. A total of 135 undergraduate business and engineering students at 4 English proficiency levels studying at a technical university in Taiwan completed 1 vocabulary pretest, 1 reading session, 1 posttest, and 2 delayed vocabulary recall tests. The study found that L1 glosses helped subjects learn new words and review learned words. Learners’ retention declined between the immediate and the 1st delayed recall tests. However, between the 1st and 2nd delayed recall tests, a slight increase in retention was observed for all groups. Unexpectedly, reading comprehension did not improve significantly. Additionally, a questionnaire queried learners’ experience using glosses during reading.
dc.identifier.doi10125/66828
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66828
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectreading comprehension
dc.subjectvocabulary retention
dc.subjectChinese glosses
dc.subjectlanguage forgetting patterns
dc.subjectvocabulary gloss questionnaire
dc.titleL1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention
dc.typeArticle
dc.type.dcmiText
local.rfl.topicThe Reading Process
prism.endingpage142
prism.number2
prism.startingpage119
prism.volume21

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