Bibliografía - glosas

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Despite the growing interest in incorporating textual glosses into second language (L2) reading in hypermedia and paper media, no agreements have been reached as to whether and what extent a textual gloss facilitates L2 learners’ vocabulary acquisition in hypermedia and paper media. The present study meta-analysed the overall effects of textual glosses and different glossing types (i.e. language, location, and mode) on L2 vocabulary acquisition, as well as the moderation effects on the variability of L2 vocabulary acquisition effect sizes. Based on a comprehensive search, 20 studies involving 2,291 participants that have quantitatively documented the changes of L2 vocabulary gains through a pre-and-post textual glosses design were identified and coded in order to retrieve moderator variables. The results show the following: (1) textual glossing has a medium effect on L2 vocabulary acquisition; (2) the effect of textual glosses on L2 vocabulary acquisition persists over time; (3) glossing location and glossing mode significantly impact the effect of textual glosses on L2 vocabulary acquisition but glossing language has no definite effect; and (4) outcome measure is the only moderator variable among the three influencing factors on vocabulary acquisition. These results are further discussed with reference to existing studies and theory of second language acquisition.

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Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples (N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

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