Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning

Abstract

The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.

Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning: A Sociocultural Perspective

“…The results of the present study are thus consistent with previous research that provided evidence for the benefits of both paper‐based glosses (e.g., Hulstijn et al., ; Laufer & Shmueli, ) as well as computerized glosses (e.g., Al–Seghayer, ; Chun & Plass, ; Rassaei, ; Yanguas, ) for vocabulary learning.…”

“…Previous studies have mostly investigated the effects of print‐based textual glosses on L2 vocabulary learning (e.g., Hulstijn et al., ; Laufer & Shmueli, ). A number of studies have also investigated the effectiveness of technology‐based textual, audio, video, and pictorial glosses for vocabulary learning (e.g., Al–Seghayer, ; Chun & Plass, ; Rassaei, ; Yanguas, ). The following example illustrates computerized textual glossing with the definition of the word displayed for a learner in a comment box after the learner clicks on the underlined word.…”

“…Rassaei (), for example, compared the effects of computer‐mediated textual and audio glosses along with the moderating effects of learning style on L2 vocabulary learning. The results revealed that while both glossing modes were effective for vocabulary learning, audio glosses were more effective than textual glosses.…”

“…THE IMPORTANCE OF VOCABULARY learning and teaching in English‐as‐a‐foreign‐language (EFL) classrooms is undeniable, and an increasing number of studies conducted in the field of language teaching are devoted to second language (L2) vocabulary research (e.g., Nassaji & Tian, ; Nguyen & Boers, ; Rassaei, , ; Sun, ; Zou, ). It is believed that a major proportion of vocabulary knowledge required for successful L2 learning is acquired incidentally through extensive reading (Huckin & Coady, ).…”

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

“…The findings of the present study agree with the results of many studies which revealed the effectiveness of multimedia glosses in improving vocabulary learning (e.g., Çakmak, 2014;Chiu, 2013;Hassan, 2010;Hu, Vongpumivitch, Chang, & Liou, 2014;Jalali & Neiriz, 2012;Kongtawee & Sappapan, 2018;Lee & Lee, 2015;Lee, Lee, & Lee, 2016;Lee, Warschauer, Lee, 2017;Loucky & Tuzi, 2010;Moazzeni, Bagheri, Sadighi, & Zamanian, 2014Moradan & Vafaei, 2016;Oe & Alam, 2013;Poole, 2011Poole, , 2012Poole & Sung, 2016;Rashtchi & Aghili, 2014;Rassaei, 2018;Razagifard, 2010;Rouhi & Mohebbi, 2012aSalem, 2006;Tabatabaei & Shams, 2011;Türk & Erçetin, 2012;Yanguas, 2009;Yun, 2011;Zoi, Bellou, & Mikropoulos, 2011) while they disagree with a less number of studies which found no significant effect for multimedia glosses on vocabulary gains (e.g., Boers, Warren, He, & Deconinck, 2017;Faramarzi, Elekaei, & Koosha, 2014;Sato, 2016;Sato & Suzuki, 2010). This goes along with Choi's (2016) contention that empirical findings to date have demonstrated favorable effects of multimedia glosses on learners' vocabulary knowledge.…”