The Effects of CALL Versus Traditional L1 Glosses on L2 Reading Comprehension

Alan Taylor

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

Meta-analytic research of experiments conducted on the effects of native-language (L1) glosses on second-language (L2) reading comprehension have revealed a significant difference between groups of studies with traditional and computer-assisted L1 glosses. This means that learners provided with L1 glosses comprehend significantly more text—through the medium of a computer—than learners with traditional, paper-based L1 glossing aids. The average weighted effect size of studies with computer-assisted L1 glosses is large (g = 1.09) and differs significantly (p < .001) when compared to studies with traditional L1 glosses (g = .39). This article explores factors explaining how and when computer-assisted L1 glosses can be effective in L2 reading comprehension.

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2001Using the First Language in the Classroom 1980Vote-counting methods in research synthesis.1995Interpreting Relationships between L1 and L2 Reading: Consolidating the Linguistic Threshold and the Linguistic Interdependence Hypotheses 1991Reading Development in a Second Language: Theoretical, Empirical and Classroom Perspectives 20043. RESEARCH ON TEACHING READING 2001There is a Role for the L1 in Second and Foreign Language Teaching, But…1998"To gloss or not to gloss": An investigation of reading comprehension online 2002English L2 Reading: Getting to the Bottom

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2020HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING?2010Comparative Usefulness of Online and Traditional Vocabulary Learning.2017Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening 2010CALL-Based Versus Paper-Based Glosses 2013CALL versus Paper: In Which Context Are L1 Glosses More Effective?

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