Effects of L1 and L2 Glosses on Korean English Learners' Vocabulary Learning and Reading Comprehension: A Meta-Analysis

2017 ◽  
Author(s):  
Je-Young Lee ◽  
Young-Joo Jeon
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
L1 And L2

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

2020 ◽  
pp. 136216882098139
Author(s):  
Hyun Soo Kim ◽  
Jang Ho Lee ◽  
Hansol Lee
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
First Language ◽  
Relative Effectiveness ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Vocabulary ◽  
L1 And L2

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.

Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners

2014 ◽  
Vol 17 (1) ◽  
pp. 62-88 ◽  
Author(s):  
Alexandra Gottardo ◽  
Christine Javier ◽  
Fataneh Farnia ◽  
Lorinda Mak ◽  
Esther Geva
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
English Learners ◽  
Word Reading ◽  
English Word ◽  
English As Second Language ◽  
Word Level ◽  
Linguistic Relations ◽  
Cross Language ◽  
L1 And L2

This study examines the bidirectional, cross-linguistic associations between language and word-level reading skills and reading comprehension for 51 students in grades 4 to 6 who speak Spanish as first language (L1) and English as second language (L2). Within-language predictors of reading comprehension were consistent with the simple view of reading. We found unidirectional cross-linguistic associations between Spanish word reading and English reading comprehension. However, the results do not support a cross-linguistic association between English word reading and Spanish reading comprehension. Specifically, results indicate that although L1 and L2 language and reading constructs correlate, L2 skills do not strongly contribute to L1 reading comprehension. Findings are discussed in terms of possible factors that might influence potential cross-language relations among Spanish and English measures. Keywords: reading comprehension; bilingualism; cross-linguistic relations

The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis

2021 ◽  
pp. 136216882199413
Author(s):  
Jui-Teng Li ◽  
Fuhui Tong ◽  
Beverly J. Irby ◽  
Rafael Lara-Alecio ◽  
Hector Rivera
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategies ◽  
English Learners ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
School Level ◽  
Effect Sizes ◽  
Learning Context ◽  
The Impact

This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read aloud, and leveled questions) on ELs’ reading comprehension; and (2) to evaluate the combined effect of these four strategies when used together on ELs’ reading comprehension. In addition to considering that different studies might have varying effect sizes on ELs’ reading comprehension, we also conducted moderator analyses to explore potential moderators that might affect the variation between selected studies. Our moderators were school level, intervention duration, language learning context, and sample size. After an extensive search of research literature, 23 studies were identified that met the inclusion criteria of this meta-analysis study with a total of 2,284 participants. Mean effect sizes among these studies ranged from –.05 to 2.23, depending on instructional strategies. These studies were associated with increased reading comprehension across varied school levels, methodological features, and settings. Our findings showed that each of the four instructional strategies is beneficial for ELs’ reading comprehension. We also found an additional potential benefit on ELs’ reading comprehension when these four instructional strategies are used together throughout a lesson. Our findings also revealed that intervention duration was the only significant moderator, suggesting that the longer the treatment is, the greater the impact will be on ELs’ comprehension.

A comparative study of two interventions to support reading comprehension in primary-aged students

2018 ◽  
Vol 20 (1) ◽  
pp. 67-87 ◽  
Author(s):  
David Sorrell ◽  
Gavin T.L. Brown
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Incidental Learning ◽  
Meta Analysis ◽  
Age Groups ◽  
Experimental Studies ◽  
Small Samples ◽  
Content Type ◽  
Future Studies ◽  
Explicit Teaching

Purpose The purpose of this paper is to explore the explicit teaching of information text schema with vocabulary instruction to primary-aged students in Hong Kong international education. Design/methodology/approach Data were collected through three quasi-experimental studies with different age groups and participants. Each study divided participants into two randomly assigned groups, either informational texts (IT) or vocabulary building (VB). Impact was evaluated with gain scores on a standardized reading comprehension test and researcher-designed cloze tests of fiction and nonfiction passages. Findings The explicit teaching of IT can benefit student reading comprehension from an early age, particularly to first language (L1) English students and possibly second language (L2) English learners. School reading programmes should include opportunities for students to experience IT (nonfiction) and fiction materials, and build their vocabulary through incidental learning and explicit teaching. For IT, they should be exposed to: layout – e.g., headings, sub-headings, glossary, and index; and content – photographs and specific/technical vocabulary. For fiction-based texts and VB, the following themes should be covered by younger aged students: antonyms, synonyms, and affixes. Research limitations/implications Several limitations apply to this study which will need to be addressed in future studies. These include: the random sampling of students from the overall student population was not an option, given the necessity of voluntary participation and avoiding disruption to school routines. This study used meta-analysis to aggregate results across multiple comparisons largely because of the extremely small samples available. The data show large standard errors as a consequence of small numbers of participants. Hence, the current results, notwithstanding the power of meta-analysis, need to be validated with much larger samples in future studies. Originality/value This paper suggests that greater comprehension and cloze performance among L1 students was found due to the teaching of IT compared to vocabulary training, with the reverse result for L2 English learners.

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

2021 ◽  
Author(s):  
Mojtaba Tadayonifar ◽  
Mahnaz Entezari ◽  
Mohammadreza Valizadeh
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Vocabulary Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Computer Screen ◽  
Treatment Conditions ◽  
L1 And L2 ◽  
Target Words

The current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learning style groups. Twenty-eight words were selected to be glossed in four reading passages. The selected passages, which were glossed in the four different forms of L1 and L2 audio and L1 and L2 textual by creating hyperlinks on the target words, were presented to the participants through a computer screen. All groups underwent all the treatment conditions and then took posttests.  Three-way ANOVAs were run to investigate the effects of learning styles, modes, and language, and their two-way and three-way interactions on the performance of EFL learners on the vocabulary and reading comprehension posttests. While no significant differences between language and mode of glosses on the reading comprehension posttest scores were observed, it was revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study also showed that the textual glosses were more effective than audio glosses for vocabulary learning. The results further displayed significant differences between learning styles on the vocabulary learning and reading comprehension posttest scores.

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

2021 ◽  
Vol 7 (2) ◽  
pp. 223-242
Author(s):  
Mojtaba Tadayonifar ◽  
Mahnaz Entezari ◽  
Mohammadreza Valizadeh
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Vocabulary Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Computer Screen ◽  
Treatment Conditions ◽  
L1 And L2 ◽  
Target Words

The current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learning style groups. Twenty-eight words were selected to be glossed in four reading passages. The selected passages, which were glossed in the four different forms of L1 and L2 audio and L1 and L2 textual by creating hyperlinks on the target words, were presented to the participants through a computer screen. All groups underwent all the treatment conditions and then took posttests.  Three-way ANOVAs were run to investigate the effects of learning styles, modes, and language, and their two-way and three-way interactions on the performance of EFL learners on the vocabulary and reading comprehension posttests. While no significant differences between language and mode of glosses on the reading comprehension posttest scores were observed, it was revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study also showed that the textual glosses were more effective than audio glosses for vocabulary learning. The results further displayed significant differences between learning styles on the vocabulary learning and reading comprehension posttest scores.

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

2021 ◽  
Author(s):  
Mojtaba Tadayonifar ◽  
Mahnaz Entezari ◽  
Mohammadreza Valizadeh
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Vocabulary Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Computer Screen ◽  
Treatment Conditions ◽  
L1 And L2 ◽  
Target Words

The current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learning style groups. Twenty-eight words were selected to be glossed in four reading passages. The selected passages, which were glossed in the four different forms of L1 and L2 audio and L1 and L2 textual by creating hyperlinks on the target words, were presented to the participants through a computer screen. All groups underwent all the treatment conditions and then took posttests.  Three-way ANOVAs were run to investigate the effects of learning styles, modes, and language, and their two-way and three-way interactions on the performance of EFL learners on the vocabulary and reading comprehension posttests. While no significant differences between language and mode of glosses on the reading comprehension posttest scores were observed, it was revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study also showed that the textual glosses were more effective than audio glosses for vocabulary learning. The results further displayed significant differences between learning styles on the vocabulary learning and reading comprehension posttest scores.

Sign in / Sign up

Export Citation Format

Share Document