L1 Gloss Research Articles

Glossed video keyword captions and L2 vocabulary acquisition: an eye-tracking study

The effect of video captions on vocabulary acquisition is a growing topic of interest among L2 researchers. Expanding on this line of inquiry, this study explores how keyword captions enhanced with first language (L1) and second language (L2) glosses (i.e. definitions or brief explanations of unfamiliar words) impact L2 learners’ vocabulary acquisition. This study involved 101 Korean undergraduate students randomly assigned to a baseline (keyword caption only), L1 gloss (keyword caption + L1 gloss), or L2 gloss (keyword caption + L2 gloss) group. The participants viewed a video that corresponded to their group, during which their eye movements were tracked and recorded. Subsequently, the participants completed two vocabulary tests assessing word form and meaning recall. Linear mixed-effects analysis revealed that keyword captions with L1 and L2 glosses resulted in distinct attentional allocation and contributed differently to lexical acquisition. Notably, although the three groups spent similar durations reading the target word forms, the L1 gloss group significantly outperformed the other two groups in word form recall scores. Furthermore, although the L2 gloss group spent three times longer reading L2 glosses compared to the time the L1 gloss group spent reading L1 glosses, the latter had significantly higher scores in the form translation test. These findings have significant implications for L2 pedagogy, particularly regarding the choice between target-language-exclusive or bilingual approaches.

How do L1 glosses affect EFL learners’ reading comprehension performance? An eye-tracking study

Abstract This study employed eye-tracking technology to examine how English as a foreign language learners at different proficiency levels process L1-glossed words and how this processing relates to L2 reading comprehension. Forty-seven university students were divided into a higher-proficiency group (n = 23) and a lower-proficiency group (n = 24) based on their L2 proficiency. Both groups were asked to read an English passage with L1 (Chinese) glosses. Their eye movements were recorded with an eye-tracker as they read. After reading, they were immediately given a reading comprehension test. Analyses of the eye-tracking data showed that the higher-proficiency L2 learners spent more time on unfamiliar words than the lower-proficiency L2 learners. Furthermore, lower-proficiency L2 learners’ longer processing time on glossed unfamiliar words was related to their higher reading comprehension scores, whereas this relationship was not found in the higher-proficiency group. These results revealed that the contribution of L1 glosses to L2 reading comprehension performance varied across L2 learners’ proficiency levels. Our findings have important implications for second language instruction.

L2 Listening, Word Gain, and Learner Perspectives through Partial Dictation vs Reading-while-listening

Purpose: This study explored how the partial dictation of key words with L1 glossing (PDGL1) and reading-while-listening with the words boldfaced and underlined (RWLBU) while listening to audiovisual TED talks differently influence L2 listening, word gain, and learner perspectives.
 Methods: Fifty-six beginner learners took part in the study who were randomly assigned to the two groups. Data collection consisted of a pretest for selecting target words (TWs), a pretest for listening comprehension, two times of interventions, two immediate posttests for TWs, and a retrospective questionnaire.
 Results: The results showed that overall the PDGL1 group yielded significantly more immediate word recall and delayed retention in receptive and productive knowledge as well as listening comprehension, while RWLBU only contributed for immediate receptive word recall. Both groups showed positive perspectives on word learning and affective factors such as motivation and interest with no significant differences.
 Conclusion: The beneficial results from PDGL1 appeared to be attributed to language-focused partial dictation of key words with L1 glosses, which promotes learners to pay attention to form-meaning connections and cognitive processes. This could encourage beginner learners to be involved in better language performances, resulting in positive perspectives (Dankook University).

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

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.

Effect of Glossing on Chinese Senior High School EFL Learners’ Vocabulary Acquisition

This study examined the effects of four types of glosses on Chinese EFL learners’ vocabulary acquisition. The participants were 175 senior high school students, who were divided into five groups according to different glossing conditions: L1 glosses, L2 glosses, multiple-choice L1 glosses, multiple-choice L2 glosses, and no glosses. The participants were asked to read an English material that contained ten target pseudo-words. They then took an immediate vocabulary post-test, which consisted of two recognition tasks and two recall tasks. Two weeks later, they took an unexpected delayed vocabulary post-test with the same tasks. The findings revealed that glossing had a significantly positive effect on the learners’ vocabulary learning. Single L1 glosses were the most effective among the four types of glosses, while multiple-choice L2 glosses were the least effective. It was also found that the four types of glosses produced better effects on vocabulary acquisition in the recognition tasks than in the recall tasks and that all the gloss groups had better short-term word retention than long-term one, except for the single L2 gloss group, which displayed the opposite effect.

Video Captioning Effects on EFL Listening Comprehension and Vocabulary Learning

This study investigated how enhanced video captioning types affected comprehension and vocabulary acquisition regarding form recognition, meaning recall and meaning recognition. 158 low-intermediate Chinese EFL undergraduates were randomly assigned to English captions (EC), English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). For listening comprehension, results revealed the CECGW scored higher than CEC, EC and NC while the NC performed lower than other groups with statistical significance. Captioned videos and videos bilingually captioned with glossed target words aided listening comprehension. For form recognition in vocabulary tests, no statistically significant differences were detected across the caption types. ECL1 was the most effective in meaning recall and recognition. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos for learners’ optimal learning.

Eficacia de los subtítulos mejorados textualmente en el aprendizaje de vocabulario de estudiantes chinos de inglés como lengua extranjera

This study employed mixed-methods approach to investigate the impact of textually-enhanced captions on EFL learners’ incidental vocabulary gains and learners’ perceptions of the captioning usefulness in a multi-modal learning environment. 133 Chinese EFL high school learners of the low-intermediate level were randomly assigned to English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). Our quasi-experimental findings did not detect any significant differences among the caption types on vocabulary form recognition while ECL1 was found the most effective in meaning recall and recognition. Captioning types and learners’ language proficiency exerted medium-to-large effects on meaning recall and meaning recognition. Our qualitative data suggested the participants generally viewed captioned videos positively, with variability in perceptions of concurrent presentation of information. The saliency of L1 gloss could direct the viewers’ attention to the semantic features of a word and reinforce sound-form-meaning connections. Videos lacking L1 glosses of target words had relatively little effect on learners’ vocabulary learning while more textual inputs might not necessarily result in vocabulary gains. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos to enhance learners’ learning effectiveness.

Investigating the Effects of L1 and L2 Paper-based Glosses and Their Presentation Formats on EFL Learners' Incidental Vocabulary Acquisition

Investigating the Effects of L1 and L2 Paper-based Glosses and Their Presentation Formats on EFL Learners' Incidental Vocabulary Acquisition

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples ( N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

Using eye-tracking to examine the role of first and second language glosses

This study employs eye-tracking to investigate how first (L1) and second language (L2) glosses affect lexical uptake and reading behaviors in L2 learners of English. The study also explores the relationship between lexical uptake and reading behaviors as a function of gloss type. To investigate this, 81 Korean university students were asked to read a baseline passage with no gloss or the same passage with glosses in the study’s L1 (Korean) or L2 (English). Their eye movements were recorded with an eye tracker as they read, and they were subsequently asked to respond to two vocabulary tests. Analyses of eye-tracking data and vocabulary test scores revealed that the presence or absence of L1 and L2 glosses might produce differences in lexical uptake and dissimilar attentional mechanisms. For instance, the study found that L1 and L2 glosses failed to significantly enhance the acquisition of visual word forms, whereas both types of glosses were significantly effective in consolidating form–meaning associations. Additionally, correlation analyses indicated that the relationship between reading behaviors and lexical acquisition might differ depending on gloss type. Ultimately, our findings provide a more comprehensive picture of L1 and L2 gloss effects, and have significant implications for L2 pedagogy.

Decomposable and Non-decomposable L2 Idiom Learning in Enhanced Input Context

The aim of the present study was to examine how Korean EFL learners differently recall and retain both decomposable and non-decomposable idioms when they are exposed to those items through enhanced input contexts. For the study, twelve target idioms (six decomposable and six non-decomposable) that have verb plus noun form were selected. As a conceptual framework, the models of idiomatic processing in comprehension, the theories and studies about the role of semantic compositionality were discussed. The results revealed that learners recalled high percentages of both types of idioms while non-decomposable idiom recall was significantly higher in both receptive and productive knowledge immediately after the enhanced contextual language input task activities. More receptive knowledge of non-decomposable idioms was yielded than decomposable ones, and no major difference was found in delayed productive retention between the two types of idioms two weeks following the task intervention. The results are inconsistent with the view of the compositional model that posits decomposable idioms have a processing advantage in comprehension over non-decomposable ones when L2 learners were exposed to language input in contexts with cloze production and enhancement ways such as bolding, L1 glossing and repetition for target idioms simultaneously.

Effects of video captioning on EFL vocabulary learning and listening comprehension

This study investigated how video caption type affected vocabulary learning and listening comprehension of low-intermediate Chinese-speaking learners of English. Each video was presented twice with one of the five caption types: (1) no caption (NC), (2) full caption with no audio (FCNA), (3) full caption (FC), (4) full caption with highlighted target-word (FCHTW), and (5) full caption with highlighted target-word and L1 gloss (FCL1), where gloss was presented simultaneously with full caption. The results showed that caption type did affect vocabulary learning. FCL1 facilitated the learning of both word form and meaning in a multimedia listening activity. FCHTW increased attention to word form at the expense of word meaning. Videos with either captions (FCNA) or audio (NC) were not helpful for the learning of written words, indicating that presentation of verbal information through two modalities (audio plus text) was superior over single-modality presentation. While caption type had no impact on listening comprehension, concurrent presentations of video, audio, and captions did not overload the learners in the FC condition, suggesting that selective attention might be allocated to different parts of the visual stimuli during the first and second exposure to the videos. Additionally, the presence of highlighted words and glosses in the captioning line might direct learner attention to vocabulary rather than video content.

The Effects of L1 and L2 Hypertext Glosses on Reading Comprehension and Vocabulary: Retention Among Thai Secondary School Students

This study investigates the effects of first language (L1) and second language (L2) hypertext glosses on reading comprehension (RC), immediate vocabulary recognition (IVR), and delayed vocabulary retention (DVR). A group of 83 secondary school low-achieving students (10th grade) were assigned to read glossed texts, L1 and L2 hypertext glosses. This study may help teachers create glossed texts to improve students’ incidental vocabulary learning and it can contribute to the raising of students’ attitudes towards learning English with encouraging and interesting vocabulary learning conditions. A repeated measure t-test design (without control group) was employed. The results indicated that the effects between the L1 and L2 glosses were significantly different. The paired sample t-test revealed that the L1 gloss scores were significantly higher than the L2 gloss scores regarding RC (p = .014), IVR (p = .000) and DVR (p = .000). The pedagogical implications suggest that reading with the assistance of glosses can be successfully integrated into a real classroom setting to improve low-achieving students' vocabulary knowledge in an English as a Foreign Language (EFL) context. It is recommended that future studies use L1 written story retelling/recall techniques to collect the reading comprehension and vocabulary retention data as choices offer random guesses to the participants.

AN INTEGRATION: NARROW READING TO WEST’S GENERAL SERVICE LIST FOR VOCABULARY ACQUISITION FOR MIDDLE SCHOOL LEVEL

Attempting to consider an SLA issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to West’s GSL intervention on students’ English language acquisition. Forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. In addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to West’s GSL was conducted for the experimental group by encouraging students to read using L1 gloss which was derived from GSL, consulting different meaning in some multi-definition content words and discussing on vocabulary exercise. In contrast, the control group did not engage in any narrow reading program but a general English course. A pretest and posttest of both groups were employed to collect data. The findings of the study showed that the intervention has a large effect size on student’s SLA. The experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. Therefore, applying narrow reading integrated to West’s GSL into EFL class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence.

The Effects of L1 and L2 Hypertext Glosses on Reading Comprehension and Vocabulary Retention among Thai Secondary School Students

This study investigates the effects of first language (L1) and second language (L2) hypertext glosses on reading comprehension (RC), immediate vocabulary recognition (IVR), and delayed vocabulary retention (DVR). A group of 83 secondary school low-achieving students (10th grade) were assigned to read glossed texts, L1 and L2 hypertext glosses. This study may help teachers create glossed texts to improve students’ incidental vocabulary learning and it can contribute to the raising of students’ attitudes towards learning English with encouraging and interesting vocabulary learning conditions. A repeated measure t-test design (without control group) was employed. The results indicated that the effects between the L1 and L2 glosses were significantly different. The paired sample t-test revealed that the L1 gloss scores were significantly higher than the L2 gloss scores regarding RC (p = .014), IVR (p = .000) and DVR (p = .000). The pedagogical implications suggest that reading with the assistance of glosses can be successfully integrated into a real classroom setting to improve low-achieving students' vocabulary knowledge in an English as a Foreign Language (EFL) context. It is recommended that future studies use L1 written story retelling/recall techniques to collect the reading comprehension and vocabulary retention data as choices offer random guesses to the participants.

The Effect of Input Enhanced Task Activities on L2 Idiom Learning

This study examined how three task activities with receptive (R) reading, cloze (CZ) and receptive-productive (RP) integration differently lead to L2 idiom recall and retention by Korean EFL adult learners when they are enhanced with bolding, L1 glossing and three repetitions. It further looks into what features of the enhanced input tasks influence L2 idiom gains. The theories of input enhancement, receptive and productive task input are the basis for the present study. The results revealed that overall the three tasks contributed to high score of L2 idiom gains in immediate receptive, productive recall and delayed receptive retention, except delayed productive retention. There was no significant difference in idiom recall and retention by the three tasks. The descriptive analysis showed R group performed better on immediate receptive recall, while CZ group led the highest score of immediate productive recall. In terms of retention gap between immediate and delayed tests, the three tasks yielded high percentage of receptive idiom retention. The CZ task yielded the highest percentage of receptive retention but relatively low percentage of productive retention, while the R group retained most memory of productive knowledge. The results suggest some implications for effective L2 idiom teaching materials using input enhanced tasks such as bolding, L1 glossing and repetition.

The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students

The purpose of this study is to explore the existing effect of gloss conditions on reading comprehension and vocabulary understanding of learners in the context of English as a foreign language. The study composed of 72 male students aged between 19 and 21 years selected from Qassim University in Saudi Arabia. The participants were divided into four groups, namely; L1 Arabic gloss, L2 English gloss, a combination of L1 and L2, and the last group with no gloss. Results and findings of the study revealed a significant difference regarding the comprehension of the texts among the experimental groups when correlated with the control group. Additionally, there was no significant change noted regarding performance among the experimental groups. Another finding indicated that the learners had a preference of L1 and L2 gloss over L1 gloss and L2 gloss types, with 93.03% of them preferring to read glossed texts. Overall, these findings suggest that the gloss and no conditions were significantly distinct. This research results will be beneficial for future studies that are interested in developing reading comprehension of EFL learners.

Incidental L2 lexical acquisition in reading: the role of L2-gloss frequency and learner proficiency

ABSTRACTThe present study aims to investigate the effects of gloss use, L2-gloss frequency and learner proficiency on incidental L2 lexical acquisition. A total of 163 university students in China were assigned to one of the three reading conditions: no gloss (NG), higher frequency L2 gloss (HFLG) and lower frequency L2 gloss (LFLG). The participants read a text for the purpose of comprehension, and then completed immediate and delayed post-tests for recall and recognition. We then surveyed the participants’ views on gloss use and L2-gloss types. The results showed that the glossed groups significantly outperformed the NG group in immediate recall and recognition. The gloss advantage, however, was absent in delayed recall but retained in delayed recognition. The gloss-frequency effect was not observed with higher proficiency participants, but among lower proficiency participants, HFLG was superior to LFLG on immediate recall. The questionnaire results revealed that learners favoured HFLG for the ease of encoding and comprehending. Based on these findings, pedagogical implications are advanced for supporting incidental L2 lexical acquisition within formal educational contexts.

Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning

The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.

The Effects of L1 and L2 Multiple-Choice Glosses on Collocation Learning and Reading Comprehension

The Effects of L1 and L2 Multiple-Choice Glosses on Collocation Learning and Reading Comprehension