The influence of electronic glosses on word retention and reading comprehension with Spanish language learners

This study investigated the impact of different types of electronic glosses on word retention and reading comprehension among second language (L2) Spanish learners. Ninety-three English-speaking college students enrolled in a third semester (intermediatelevel) Spanish course were directed to use a web-based reading text in Spanish with 25 annotated words. Each participant read the text under one of the following conditions: (1) No glossing (NONE), (2) text (T) (translation of the target word in English), (3) text and audio (TA) (pronunciation of key word in both English and Spanish), (4) text, audio and picture (TAP), or (5) text, audio, picture and writing (TAPW) (writing down on a piece of paper the gloss that students consulted). Reading comprehension and vocabulary tests, computer log files, and a background questionnaire were used to collect data. Students completed a multiplechoice comprehension test after the treatment. A multiple-choice recognition and production vocabulary test was administered after the reading test and again two weeks later to measure word retention. Students’ interaction with the text was tracked using a computer program. The results show that students who used glosses had higher reading comprehension scores (M=17.2) than non-gloss users (M=9.2), (F=82.8, p>.000) and higher vocabulary test scores (M=13.9) than non-gloss users (M=7.2), (F=23.4, p>.000). No statistically significant differences were found between the groups that had access to

[1]  P. Nation,et al.  What vocabulary size is needed toread unsimplified texts for pleasure? , 2020 .

[2]  S. Knight.  Dictionary Use While Reading: The Effects On Comprehension and Vocabulary Acquisition For Students Of Different Verbal Abilities , 1994 .

[3]  J. Crow.  Receptive Vocabulary Acquisition for Reading Comprehension. , 1986 .

[4]  Steven A. Stahl,et al.  Differential Word Knowledge and Reading Comprehension , 1983 .

[5]  Thom Hudson,et al.  Theoretical Perspectives on Reading , 1998, Annual Review of Applied Linguistics.

[6]  Dorothy M. Chun,et al.  Facilitating reading comprehension with multimedia , 1996 .

[7]  Naciye Gulcan Ercetin.  Second language reading in a hypermedia environment: The role of proficiency, annotation use, text format, and prior knowledge. , 2001 .

[8]  Jessica Williams,et al.  The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention , 2002 .

[9]  Kent L. Norman,et al.  Consulting On-Line Dictionary Information while Reading , 1993, Hypermedia.

[10]  Peter J. de Groot.  Tekstdekking, Tekstbegrip En Woordselectie Voor Het Vreemde-Talenonderwijs , 1994 .

[11]  J. Charles Alderson,et al.  Reading in a Foreign Language , 1984 .

[12]  Michael L. Kamil,et al.  Interpreting Relationships between L1 and L2 Reading: Consolidating the Linguistic Threshold and the Linguistic Interdependence Hypotheses , 1995 .

[13]  F. Oyono.  Une Vie De Boy , 1975 .

[14]  H. Widdowson,et al.  Teaching Language as Communication , 1979 .

[15]  B. Laufer.  How Much Lexis is Necessary for Reading Comprehension , 1992 .

[16]  M. Wittrock.  Generative Processes of Comprehension , 1989 .

[17]  William E. Nagy,et al.  Teaching Vocabulary to Improve Reading Comprehension , 1988 .

[18]  James N. Davis,et al.  Computers and L2 Reading: Student Performance, Student Attitudes , 1997 .

[19]  Andrew Dillon,et al.  The Cambridge Handbook of Multimedia Learning: Multimedia Learning with Hypermedia , 2005 .

[20]  Wei Hong,et al.  Multimedia Computer‐Assisted Reading in Business Chinese , 1997 .

[21]  Peter J. M. Groot,et al.  Computer Assisted Second Language Vocabulary Acquisition , 2000 .

[22]  J. Hulstijn,et al.  Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words , 1996 .

[23]  Frederick B. Davis,et al.  Research in comprehension in reading. , 1968 .

[24]  William E. Nagy,et al.  Teaching Word Meanings , 2005 .

[25]  Claudia R. Kost,et al.  Textual and Pictorial Glosses: Effectiveness on Incidental Vocabulary Growth When Reading in a Foreign Language. , 1999 .

[26]  Thomas H. Huckin.  Second language reading and vocabulary learning , 1995 .

[27]  Dorothy M. Chun,et al.  RESEARCH ON TEXT COMPREHENSION IN MULTIMEDIA ENVIRONMENTS , 1997 .

[28]  George M. Jacobs,et al.  What Lurks in the Margin: Use of Vocabulary Glosses as a Strategy in Second Language Reading , 1994 .

[29]  Isabelle De Ridder.  Are We Conditioned to Follow Links? Highlights in CALL Materials and Their Impact on the Reading Process , 2000 .

[30]  K. Christianson,et al.  Multilingual Hyperdictionaries : A Japanese ↔ English Example , 1996 .

[31]  Patricia A. Herman,et al.  Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. , 1987 .

[32]  M. Wittrock.  Learning as a Generative Process , 1974 .

[33]  G. Jacobs,et al.  L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge , 1994 .

[34]  Batia Laufer,et al.  What Lexical Information Do L2 Learners Select in a CALL Dictionary and How Does It Affect Word Retention , 2000 .

[35]  Types and Sources of Problems in L2 Reading: A Qualitative Analysis of the Recall Protocols by Korean High School EFL Students , 1995 .

[36]  David E. Eskey.  Interactive Approaches to Second Language Reading: Holding in the bottom: an interactive approach to the language problems of second language readers , 1988 .

[37]  Robert W. Heath,et al.  Teaching effectiveness of sound with pictures that do not embody the material being taught , 1962 .

[38]  Dorothy M. Chun,et al.  Effects of Multimedia Annotations on Vocabulary Acquisition , 1996 .

[39]  Judith E. Brisbois.  Connections between First- and Second-Language Reading , 1995 .

[40]  A. Paivio,et al.  Dual coding theory and education , 1991 .

[41]  I. S. P. Nation,et al.  Learning Vocabulary in Another Language: Appendixes , 2001 .

[42]  Peter Robinson,et al.  Cognition and Second Language Instruction: COGNITION AND INSTRUCTION , 2001 .

[43]  R. Mayer,et al.  Multimedia learning: Are we asking the right questions? , 1997 .

[44]  Lara Lomicka,et al.  TO GLOSS OR NOT TO GLOSS: AN INVESTIGATION OF READING COMPREHENSION ONLINE , 1998 .

[45]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[46]  Volker Heinz Hegelheimer.  Effects of textual glosses and sentence-level audio glosses on on-line reading comprehension and vocabulary recall , 1998 .

[47]  Hazenberg,et al.  UvA-DARE ( Digital Academic Repository ) Defining a minimal receptive second-language vocabulary for non-native university students : an empirical investigation , 2005 .

[48]  James Coady,et al.  第二語言詞彙習得=Second language vocabulary acquisition : a rationale for pedagogy /James Coady, Thomas Huckin編 , 1996 .

[49]  R. Day,et al.  Reading, Dictionaries, and Vocabulary Learning , 1993 .

[50]  Chen Yan-ling.  Breadth and Depth of Vocabulary Knowledge: Assessing Their Roles in Reading Comprehension , 2005 .

[51]  R. Gersten,et al.  Teaching Reading to Early Language Learners. , 2003 .

[52]  R. Mayer,et al.  For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. , 1994 .

[53]  B. Laufer.  Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence , 2003 .

[54]  Yuichi Watanabe.  INPUT, INTAKE, AND RETENTION , 1997, Studies in Second Language Acquisition.

[55]  Dorothy M. Chun,et al.  What Makes Students Click: Working Memory and Look-Up Behavior , 2004 .

[56]  Asim Sakar,et al.  Effectiveness of hypermedia annotations for foreign language reading , 2005, J. Comput. Assist. Learn..

[57]  N. Ellis.  Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation. , 1994 .

[58]  Margaret G. McKeown,et al.  The Nature of Vocabulary Acquisition , 1991 .

[59]  Noriko Nagata,et al.  THE EFFECTIVENESS OF COMPUTER-ASSISTED INTERACTIVE GLOSSES , 1999 .

[60]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[61]  Khalid Al-Seghayer,et al.  THE EFFECT OF MULTIMEDIA ANNOTATION MODES ON L2 VOCABULARY ACQUISITION: A COMPARATIVE STUDY , 2001 .

[62]  Roger A. Stewart,et al.  THE EFFECT OF MARGINAL GLOSSES ON READING COMPREHENSION AND RETENTION , 1991 .

[63]  John G. Laflamme,et al.  The Effect of the Multiple Exposure Vocabulary Method and the Target Reading/Writing Strategy on Test Scores. , 1997 .

[64]  Dorothy M. Chun,et al.  Project CyberBuch : a hypermedia approach to computer-assisted language learning , 1995 .

[65]  David D. Qian,et al.  Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective , 2002 .

[66]  Isabelle De Ridder,et al.  Visible or Invisible Links: Does the Highlighting of Hyperlinks Affect Incidental Vocabulary Learning, Text Comprehension, and the Reading Process? , 2002 .

[67]  Werner Severin,et al.  The effectiveness of relevant pictures in multiple-channel communications , 1967 .

[68]  Theodor Holm Nelson.  Managing immense storage , 1988 .

[69]  James N. Davis.  Facilitating Effects of Marginal Glosses on Foreign Language Reading , 1989 .

[70]  Susan L. Cooledge.  L2 reading and hypertext: A study of lexical glosses and comprehension among intermediate learners of French , 2004 .

[71]  Birgit Harley,et al.  Age in second language acquisition , 1987 .

[72]  Steven A. Stahl.  Vocabulary and Readability: How Knowing Word Meanings Affects Comprehension. , 2003 .

[73]  Henri Béjoint,et al.  Vocabulary and Applied Linguistics , 1992 .

[74]  Vilson J. Leffa,et al.  Making foreign language texts comprehensible for beginners: An experiment with an electronic glossary , 1992 .

[75]  J. V. Rauff,et al.  In-Line/On-Line: Fundamentals of the Internet and the World Wide Web , 1999 .

[76]  Joann Hammadou,et al.  Interrelationships among Prior Knowledge, Inference, and Language Proficiency in Foreign Language Reading , 1991 .

[77]  Dorothy M. Chun,et al.  SUPPORTING VISUAL AND VERBAL LEARNING PREFERENCES IN A SECOND LANGUAGE MULTIMEDIA LEARNING ENVIRONMENT , 1998 .

[78]  David D. Qian,et al.  Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension , 1999 .

[79]  Myong Hui Ko.  Glossing in Incidental and Intentional Learning of Foreign Language Vocabulary and Reading , 1995 .

[80]  Marva A. Barnett,et al.  More Than Meets the Eye. Foreign Language Reading: Theory and Practice , 1991 .

[81]  Kara D. Federmeier,et al.  Timed picture naming: Extended norms and validation against previous studies , 2003, Behavior research methods, instruments, & computers : a journal of the Psychonomic Society, Inc.

[82]  Piet Kommers,et al.  Hypermedia Learning Environments: Instructional Design and Integration , 1996 .

[83]  Janet K. Swaffar,et al.  Reading For Meaning: An Integrated Approach to Language Learning , 1990 .

[84]  A. Paivio.  Imagery and verbal processes , 1972 .

[85]  P. David Pearson,et al.  The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles , 1996 .

[86]  W. Roby.  WHAT'S IN A GLOSS? , 1999 .

[87]  Patricia L. Carrell,et al.  Interactive Approaches to Second Language Reading , 1988 .

[88]  J. Hulstijn.  Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning , 1992 .

[89]  E. Geva,et al.  The Development of First and Second Language Reading Skills in Early French Immersion. , 1994 .

[90]  James P. Lantolf,et al.  Strategies for Accessing Bilingual Dictionaries: A Question of Regulation. , 1985 .

[91]  Lorens A. Imhof,et al.  Computer‐Assisted Reading: The Effect of Glossing Format on Comprehension and Vocabulary Retention , 2001 .

[92]  Gwen Nugent,et al.  Pictures, audio, and print: symbolic representation and effect on learning , 1982 .

[93]  A. Paivio.  Dual coding theory: Retrospect and current status. , 1991 .

[94]  B. Laufer.  Second Language Vocabulary Acquisition: The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess , 1996 .

[95]  Hsien-Chin Liou,et al.  The Electronic Bilingual Dictionary as a Reading Aid to EFL Learners: Research Findings and Implications , 2000 .

[96]  G. E. MacKinnon,et al.  Reading Research Advances in Theory and Practice , 1985 .

[97]  Michel Dubois,et al.  Multimedia design: the effects of relating multimodal information , 2001, J. Comput. Assist. Learn..

[98]  S. Krashen.  We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis , 1989 .

[99]  Batia Laufer,et al.  Bilingualised dictionaries: How learners really use them , 1997 .

[100]  J. Hulstijn.  Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity , 2001 .

[101]  Ronald Aust,et al.  The use of hyper-reference and conventional dictionaries , 1993 .

[102]  S. Gass.  Discussion: Incidental Vocabulary Learning. , 1999 .

[103]  Charles Francis Hoban,et al.  Instructional Film Research 1918-1950 , 1977 .

[104]  Marilyn Jager Adams,et al.  Beginning To Read: Thinking and Learning about Print. , 1991 .