Guidelines for designing and deploying multimedia glosses in reading texts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article enumerates guidelines for instructors, program developers and designers: train learners unaccustomed to multimedia glosses in the software; tailor gloss language to proficiency, using L1 glosses for learners with a vocabulary of less than 2000 words and L2 glosses for advanced learners; gloss approximately two to five percent of running words; prefer glosses of 2-7 words over one-word glosses; and make glosses clear, interesting, context-fitting and helpful.

Design Implications¶

Context¶

Requirements¶

• Glosses should be clear, interesting, and fit the context of the text in which target words appear

Constraints¶

• The attentional split between glosses and reading text may negatively affect reading comprehension for beginners

Target Learners¶

• EFL learners across proficiency levels, with special caution for beginners

Target Learning Goals¶

• Vocabulary learning and reading comprehension from glossed texts

Related Strategies¶

• Match glossed-text difficulty to learners' proficiency level and vary gloss placement beyond marginal glosses

Examples¶

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Key Sources¶

• 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