The effect of first-language versus second-language glosses on incidental vocabulary learning and retention

Abstract

The study investigates the effects of different type of computer-mediated textual glosses and no-gloss condition on incidental vocabulary learning and retention. Seventy-four native speakers of Turkish studying English at a Turkish state university participated the study. Participants were randomly assigned to three conditions: (i) Turkish (L1) gloss, (ii) English (L2) gloss, and (iii) no gloss. First, they were asked to read an English text for general comprehension and to use the glosses to enhance reading comprehension. The data were collected using both quantitative and qualitative measures. Upon reading the text, participants were administered a multiple-choice reading comprehension test as it was announced at the beginning. Next, they were administered an unannounced (in order to measure incidental vocabulary learning) on-screen vocabulary post-test. Lastly, subjects were asked to answer a questionnaire. Three weeks later they were administered an unannounced delayed vocabulary test, and volunteers were interviewed. Results of the study indicate that gloss use did not facilitate reading comprehension. Both L1 and L2-glosses were found to be effective in incidental vocabulary learning, L1 glosses being more effective than L2-glosses. Findings of the study also suggest that gloss condition does not affect vocabulary retention. Tracking data indicated that incidental vocabulary learning is positively related to the frequency of access to glosses as well as with the time spent accessing glosses. According to the qualitative data, majority of the participants preferred having L2-glosses in their reading texts and they perceived glosses to be useful and timesaving.