Effects of L1 and L2 word-level vs. L2 sentence-level glosses on vocabulary learning

Abstract

Although previous research has substantiated the benefits of glosses for L2 vocabulary learning, the effectiveness of sentence-level compared to lexical glosses has remained elusive. The present study thus investigated the impacts of word-level first language (L1) and second language (L2) glosses along with the effects of sentence-level L2 glosses on L2 vocabulary learning. Participants included 110 intermediate level EFL learners randomly assigned to one control or one of three experimental groups. In two treatment sessions, the participants were presented with two computerized texts that included 15 unfamiliar target words. The learners in the experimental groups could hover their computer cursor over the underlined target words to see a gloss, which varied according to the treatment group. Participants of the L2 sentence-level glosses could see a sentence-level L2 gloss while the participants of the L1 and L2 word-level glosses could see either L1 or L2 word-level glosses when they hovered their cursor over the target words. The participants of the control group were presented with the same texts but without glosses. Two vocabulary tests, namely a vocabulary recognition test and a cued production task, were employed to measure vocabulary knowledge, obtained as a result of the treatment sessions. All three treatment conditions gained a significant edge over the control group in both the post- and delayed post-tests. The findings also indicated that sentence-level glosses are significantly more effective than either L1 or L2 word-level glosses for L2 vocabulary learning while no significant difference was observed between learning gains as a result of word-level L1 and L2 glosses. Results suggest the importance of incorporating sentence-level glosses in materials developed for L2 vocabulary teaching.