L1 glosses do not significantly improve EFL reading comprehension compared with no glosses¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Reading comprehension scores showed no significant difference between any gloss condition and the no-gloss control (L1-gloss-L2-ex p = .270, L1-in-text-gloss p = .082, L1-MG-gloss p = .705). → Cheng 2009

Evidence¶

Cheng 2009¶

Cheng, Y.-H., & Good, R. L. (2009). L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention. Reading in a Foreign Language, 21(2), 119–142. http://nflrc.hawaii.edu/rfl. doi:10.64152/10125/66828

q3 · i? · causal · r2

Reading comprehension posttest (5 multiple-choice items) for the combined 135 participants: gloss-condition means ranged from 2.73 to 3.16 versus 2.61 for control, with no significant difference found for any gloss condition.

"no significant difference was found for reading comprehension between the control group (p < .05) and each of the three experimental conditions (L1-gloss-L2-ex, p = .270, L1-in-text-gloss, p = .082, and L1-MG-gloss, p = .705)"

Discussion¶

Related Claims¶

• Earlier meta-analyses, as reported second-hand, find that glosses improve L2 vocabulary learning and that text-and-picture glosses outperform single-mode glosses — the general claim this finding bears on, with the studies behind it
• Only L1-gloss-L2-ex and L1-in-text-gloss conditions significantly outperform the no-gloss control on all three vocabulary recall tests — related
• All three L1 gloss conditions significantly improve immediate vocabulary recall over a no-gloss control in EFL reading — related
• Learners hold positive attitudes toward glosses, but their perceptions of which gloss type works best do not match measured performance — related
• Multimedia glosses improve EFL students' immediate vocabulary acquisition relative to reading the same texts without glosses — related
• Proficiency moderates gloss effects: vocabulary benefits appear at Levels 2 and 3 but not Levels 1 and 4 — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — related
• Vocabulary retention declines between immediate and first delayed recall, then rises slightly between the first and second delayed tests — related
• Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
• In Lomicka's think-aloud study, no statistical differences emerged among no-gloss, single-gloss, and multiple-gloss groups despite apparent vocabulary gains from multiple annotations — related