Multimedia glosses improve EFL students' immediate vocabulary acquisition relative to reading the same texts without glosses¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? EFL students who read computerized texts with multimedia pop-up glosses scored significantly higher on an immediate vocabulary posttest than students who read the same texts without glosses. → Samah Zakareya Ahmad 2019

Evidence¶

Samah Zakareya Ahmad 2019¶

Samah Zakareya Ahmad. (2019). Multimedia Glosses for Enhancing EFL Students' Vocabulary Acquisition and Retention. English Language Teaching, 12(12). https://doi.org/10.5539/elt.v12n12p46

q3 · i? · causal · r1

Quasi-experimental pretest-posttest control group study of 45 first-year EFL students (experimental n=23, control n=22) over 12 weekly reading sessions. The Mann-Whitney U-test of the posttest was "statistically significant in favor of the experimental group (U=125; p<0.05)"; Table 2 reports Sig. 0.004. No effect size is printed.

"the difference between the mean scores of the two groups on the vocabulary posttest was analyzed using Mann-Whitney U-test which showed that this difference was statistically significant in favor of the experimental group (U=125; p<0.05)"

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 — related
• L1 glosses do not significantly improve EFL reading comprehension compared with no glosses — related
• Reading with marginal glosses is the most beneficial task condition for incidental vocabulary acquisition gains — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — 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
• Combining textual and pictorial glosses improves incidental vocabulary learning more than single-mode glosses — related
• Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
• Only L1-gloss-L2-ex and L1-in-text-gloss conditions significantly outperform the no-gloss control on all three vocabulary recall tests — related
• Learning style (visual-verbal) shows no significant correlation with the effectiveness of pictorial elucidation for adolescent EFL learners — related
• After concept-model instruction, students' posttest vocabulary scores ranged from 57.78% to 82.22% correct, compared with pretest scores of 0% to 8.89% — related
• In Chun and Plass's CyberBuch studies, the text + picture annotation group significantly outperformed text-definition and text + video groups on a vocabulary test — related
• In Yoshii's study, text + picture glosses beat text-only glosses only on a definition-supply test, with no L1 versus L2 gloss difference — related
• Co-constructing visual-textual representations without timeline integration did not significantly raise post-test scores over textual representations — related
• Adventure video games with supplementary vocabulary material outperform control conditions on receptive and productive vocabulary tests — 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
• A multiple-choice gloss format (L1 + L2) produced significantly higher vocabulary posttest scores than a single-gloss format in Nagata's Japanese study — related