The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

Abstract

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.

The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles

“…In the first research question, the researchers intended to explore the language of glosses as well as the modality through which they presented the glosses and their impacts on vocabulary learning. In line with previous studies (Cheng & Good, 2009;Choi, 2016;Kim et al, 2020;Rouhi & Mohebbi, 2012;Yanagisawa et al, 2020), the results revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study further revealed that textual glosses were more effective than audio glosses in vocabulary learning.…”

“…It was further revealed that although the L1 and L2 groups did not differ in the immediate recall, the L1 group performed better in the long-term retention. In two recent meta-analyses, Yanagisawa et al (2020) and Kim, Lee, and Lee (2020) examined the impacts of L1 and L2 glosses on L2 vocabulary learning and reading comprehension. They found that L1 glosses were more effective than L2 glosses.…”

Glossing and vocabulary learning

“…The meta-analysis by Yanagisawa et al (2020) examined the language of glosses (L1 translations versus L2 definitions) as a moderator variable and found an advantage for L1 glosses. This was confirmed by yet another recent meta-analytic review (Kim et al, 2020), which compared the benefits of L1 and L2 glosses by specifically examining a collection of primary studies in which language choice was the independent variable of interest. In this collection, 21 studies included measures of vocabulary learning.…”

“…6 Kim et al (2020) report g = 0.80 and g = 0.15 for 'beginner' and 'intermediate or higher' learners, respectively. These effect sizes reflect not only vocabulary learning but also text comprehension measures.…”

“…8 Kim et al (2020;Table 5) found no compelling evidence of an effect of gloss density. However, several of the primary studies included in their meta-analysis lacked information about glossing density, leaving just a handful of data sets for this analysis.…”