Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no 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? The gloss group scored significantly higher than the control group on the same vocabulary test administered two weeks after the posttest. → 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

Delayed measurement two weeks after the posttest with the same 45 participants; Table 3 reports Sig. 0.004 with mean ranks of 17.48 (control) and 28.77 (experimental). The test was "statistically significant in favor of the experimental group (U=126; p<0.05)"; no effect size is printed.

"the difference between the mean scores of the two groups on the vocabulary delayed measurement was analyzed using Mann-Whitney U-test which showed that this difference was statistically significant in favor of the experimental group (U=126; p<0.05)"

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

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
• Multimedia glosses improve EFL students' immediate vocabulary acquisition relative to reading the same texts without glosses — related
• The multimedia learning module advantage over the textbook persists on a retention test administered two weeks after the lessons — related
• Vocabulary retention declines between immediate and first delayed recall, then rises slightly between the first and second delayed tests — related
• The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay — related
• Vocabulary knowledge gained from eight encounters persisted over two weeks, with no significant immediate-to-delayed test differences — related
• AI-mediated language instruction produces significantly greater English learning achievement gains than traditional instruction among EFL learners — 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
• 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
• Dual coding elucidation raises adolescent EFL learners' awareness of lexical errors and correct usage more than verbal-only elucidation — related
• Experimental and control groups were equivalent in vocabulary before the glossing treatment — 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