Abstract
AbstractThe present study investigated the effects of 2 forms of text‐based second language (L2) vocabulary glosses, namely dynamic and nondynamic glosses on EFL learners' vocabulary knowledge. Dynamic glosses were operationalized as a set of incrementally ordered mediating annotations designed to help learners identify the correct word definition while nondynamic glosses were operationalized as traditional fixed word definitions. During 2 treatment sessions, the participants in the 2 experimental groups as well as the control condition were presented with several short passages that included a number of unknown words via the Telegram application using learners' smartphones. The participants in the dynamic glossing condition were presented with a set of graduated prompts ordered from the most implicit to the most explicit for each unfamiliar word to identify its correct definition while reading the short passages. For the mobile‐mediated nondynamic glossing condition, the learners were directly provided with a first language (L1) definition for each target word while reading the same text via their smartphones. The results of posttests and delayed posttests provided evidence for the benefits of the 2 mobile‐mediated glossing conditions and also the superiority of the dynamic glossing condition over nondynamic glossing condition for L2 vocabulary learning.
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