Abstract
The present study, using quantitative measures, investigates how different types of gloss conditions affect Korean high school students' reading comprehension. Five hundred and seventy Korean second-year high school students participated in the study. Among them, one hundred and eighty students who participated in two pilot studies were excluded from the main study and three hundred and ninety students participated in the main study. Based on their scores of the reading comprehension test (pre-test), participants were divided into two reading-proficiency groups: three high reading proficiency (HRP) and three low proficiency (LRP) groups. They read the material under one of three conditions: Korean gloss (L1 glossing), English gloss (L2 glossing), and no gloss. After reading, they were asked to take a multiple-choice reading comprehension test. The results indicated that both first language (L1) and the second language (L2) gloss condition affected students' reading comprehension. The findings also revealed that the effectiveness of vocabulary glosses vary across students' reading proficiency levels.
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