Facilitating effect of online dictionary glossing on vocabulary learning and reading comprehension for EFL learners
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Abstract
This study explores whether multimedia glossing, particularly dictionary definition glossing, can influence the second language learners' vocabulary learning, vocabulary short-term retention and reading comprehension. The data was collected from 26 university students. An expository text was divided into two sections (text A & B) annotated with 14 glossed words and no glossed words for each section. The participants were to take three vocabulary tests including a retention test, and a reading comprehension test. All scores were submitted to paired samples t-tests, and the results showed that the mean scores of glossing texts were mostly higher than no-glossing texts. Significant differences were found in the post vocabulary test for matching English definitions in both texts, and the vocabulary retention test (Korean definition) for Text A. However, no statistical difference was found in reading comprehension for both texts, which led to some limitations as well as indications of likely directions for the future research.
참고문헌 (46)
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