The effects of hypertext glosses on L2 vocabulary acquisition: a meta-analysis

Jee Hwan Yun

125 citations0/0 files storedComputer Assisted Language Learning

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Second Language Acquisition and Learning English Language Learning and Teaching Subtitles and Audiovisual Media

Abstract

This study examines (1) the effects of hypertext gloss use on L2 vocabulary acquisition in computerized reading contexts; (2) which specific combination of either text-only (single) or text + visual (multiple) hypertext glosses is more effective on L2 vocabulary acquisition; and (3) potential moderators to systematically account for between study variation. In addition, it aims to synthesize characteristics of studies, technology use, and research methods from empirical research studies for a comprehensible and insightful review of the effect of hypertext glosses on L2 vocabulary acquisition. Meta-analysis was conducted to synthesize overall findings of empirical studies by calculating a standardized mean difference effect size. On the basis of 35 weighted mean effect sizes, the magnitude of text + visual (multiple) hypertext gloss combination was moderately effective on L2 vocabulary acquisition when L2 learners were given two conditions: text-only and text + visual hypertext glosses. The results revealed that studies with large samples (Mes = 0.43) provided a bigger effect size. In addition, the variable of learner proficiency was found statistically significant: the impact of multiple hypertext glosses was likely more on L2 vocabulary acquisition of beginning learners. Test type formats were also found as a significant factor across the studies.

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References

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