Skip to main content
Springer Nature Link
Log in

Evaluation of Electronic and Paper Textual Glosses on Second Language Vocabulary Learning and Reading Comprehension

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

Second language studies have supported the use of glossing for enhancing vocabulary learning. Along with technological developments, an increasing number of studies have examined electronic textual glossing in computer-assisted environments, yet only a small number of studies have compared electronic glossing to its traditional paper counterpart. In the present study, we examined the effectiveness of electronic and paper textual glosses on second language vocabulary learning and reading comprehension within a cognitive load theory framework. We adopted an experimental design using Korean undergraduate learners of English as a foreign language, who read a target text under one of the three reading conditions: electronic gloss, paper gloss, and no gloss. The results showed that the electronic glossing condition resulted in the greatest gains of vocabulary. The electronic glossing condition was also the most efficient in light of the cognitive load framework, showing the highest instructional efficiency. However, there were no significant differences among the three reading conditions for measures related to reading comprehension.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
€32.70 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Finland)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Notes

  1. The data related to the electronic glossing group’s performance on the vocabulary test and questionnaire items reported in the present study were presented elsewhere in Lee and Lee (2015).

References

  • Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199–226.

    Article  Google Scholar 

  • AbuSeileek, A. F. (2011). Hypermedia annotation presentation: The effect of location and type on the EFL learners’ achievement in reading comprehension and vocabulary acquisition. Computers & Education, 57(1), 1281–1291.

    Article  Google Scholar 

  • Beach, R., Hull, G., & O’Brien, D. (2011). Transforming English Language Arts in a 2.0 World. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English Language Arts (pp. 161–167). Abingdon: Routledge.

    Google Scholar 

  • Bowles, M. A. (2004). L2 glossing: To CALL or not to CALL. Hispania, 87(3), 541–552.

    Article  Google Scholar 

  • Chen, I.-J., & Yen, J.-C. (2013). Hypertext annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages. Computers & Education, 63, 416–423.

    Article  Google Scholar 

  • Chun, D. M. (2001). L2 reading on the web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14(5), 367–403.

    Article  Google Scholar 

  • Chun, D. M. (2012). Review article: Replication studies in CALL research. CALICO Journal, 29(4), 591–600.

    Article  Google Scholar 

  • Cunningham, S., Moor, P., & Carr, J. C. (2003). Cutting edge advanced with phrase builder: Students’ book. Harlow: Pearson.

    Google Scholar 

  • Hu, M., & Nation, I. S. P. (2000). Vocabulary density and reading comprehension. Reading in a Foreign Language, 23(1), 403–430.

    Google Scholar 

  • Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327–339.

    Article  Google Scholar 

  • Jacobs, G. M., Dufon, P., & Fong, C. H. (1994). L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17(1), 19–28.

    Article  Google Scholar 

  • Johnson, P. L. (1982). Effects on reading comprehension of building background knowledge. TESOL Quarterly, 16(4), 503–516.

    Article  Google Scholar 

  • Kress, G. (2003). Literacy in a new media age. New York: Routledge.

    Book  Google Scholar 

  • Laufer, B. (2000). Electronic dictionaries and incidental vocabulary acquisition: does technology make a difference? In U. Heid, S. Evert, E. Lehmann & C. Rohrer (Eds.), Proceedings of the Ninth EURALEX International Congress (pp. 849–854). Germany: Stuttgart University

  • Lee, H., & Lee, J. H. (2013). Implementing glossing in mobile-assisted language learning environments: Directions and outlook. Language Learning & Technology, 17(3), 6–22.

    Google Scholar 

  • Lee, H., & Lee, J. H. (2015). The effects of electronic glossing types on foreign language vocabulary learning: Different types of format and glossary information. The Asia-Pacific Education Researcher, 24(4), 591–601.

    Article  Google Scholar 

  • Lomicka, L. (1998). To gloss or not to gloss: An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41–50.

    Google Scholar 

  • Lyman-Hager, M., Davis, N., Burnett, J., & Chennault, R. (1993). Us Vie de Boy: Interactive reading in French. In F. L. Borchardt & E. M. T. Johnson (Eds.), Proceedings of CALICO 1993 Annual Symposium on Assessment (pp. 93–97). Durham, NC: Duke University

  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Nation, I. S. P. (2009). New roles for FL vocabulary? In L. Wei & V. Cook (Eds.), Contemporary applied linguistics (Vol. 1, pp. 99–116). London: Continuum.

    Google Scholar 

  • Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational psychologist, 38(1), 63–71.

    Article  Google Scholar 

  • Paas, F., & van Merriënboer, J. J. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors: The Journal of the Human Factors and Ergonomics Society, 35(4), 737–743.

    Google Scholar 

  • Polio, C., & Gass, S. (1997). Replication and reporting: A commentary. Studies in Second Language Acquisition, 19, 499–508.

    Article  Google Scholar 

  • Roby, W. B. (1999). What’s in a gloss? Language Learning & Technology, 2(2), 94–101.

    Google Scholar 

  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Sharwood Smith, M. A. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165–179.

    Article  Google Scholar 

  • Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.

    Book  Google Scholar 

  • Valdman, A. (1993). Replication study [Editorial Introduction]. Studies in Second Language Acquisition, 15, 505.

    Article  Google Scholar 

  • Yeung, A. S. (1999). Cognitive load and learner expertise: Split attention and redundancy effects in reading comprehension tasks with vocabulary definitions. The Journal of Experimental Education, 67(3), 197–217.

    Article  Google Scholar 

Download references

Acknowledgments

This Research was supported by the Chung-Ang University Research Grants in 2014.

Author information

Authors and Affiliations

  1. Department of English Education, Chung-Ang University, Seoul, Republic of Korea

    Ho Lee & Jang Ho Lee

  2. School of Education, University of California, Irvine, CA, USA

    Hansol Lee

  3. Department of English, Korea Military Academy, Seoul, Republic of Korea

    Hansol Lee

Authors
  1. Ho Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hansol Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jang Ho Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jang Ho Lee.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lee, H., Lee, H. & Lee, J.H. Evaluation of Electronic and Paper Textual Glosses on Second Language Vocabulary Learning and Reading Comprehension. Asia-Pacific Edu Res 25, 499–507 (2016). https://doi.org/10.1007/s40299-015-0270-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-015-0270-1

Keywords

Search

Navigation