Multimedia glosses and second language vocabulary learning: A second-round meta-analysis

Abstract

The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.