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

Bibliographic Data

ID21806349
AuthorsYeqiu Zhu (Nanjing University, corresponding author)
Year2023
Volume13
Issue12
Pages3224-3231
Publication date2023-12-01
Open AccessYes
TypeARTICLE
VenueTheory and Practice in Language Studies (JOURNAL)
Journal identifiersISSN: 1799-2591 • E-ISSN: 2053-0692
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/tpls.1312.20
OpenAlexW4389227036
LanguageEN
Citations received1
References cited5

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

Cognitive psychology · Linguistics · Recall · Vocabulary · Vocabulary Learning · Computer Science · Psychology · Second Language Acquisition and Learning

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