Abstract
This study examines the effects of different gloss types, namely L1 text-only, L2 text-only, L1 text plus picture, and L2 text plus picture on vocabulary retention in a multimedia reading environment. This investigation is based on the cognitive theory of multimedia learning and the revised hierarchical model with image. Sixteen participants read a computerized text under one of four gloss conditions and took an immediate and delayed vocabulary retention test. Quantitative analyses in this study were based on responses to a survey, and performance data drawn from the recognition and production tasks in the vocabulary retention test. Qualitative evidence was obtained through interviews with the participants regarding their attitudes to the use of multimedia glosses. Results of this study suggested that L1 and L2 did not differ in terms of their effects on vocabulary retention. In addition, a combination of text and picture was more effective than text-only in sustaining recall of the glossed words. Survey and interview responses indicated the participants’ mixed opinions about L1 and L2 definitions and their strong preferences for pictures. The positive effect of L2 plus picture type glosses for long-term retention suggested the possible important role of mental involvement in the process of L2 vocabulary acquisition.
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