Gloss effect on vocabulary learning

Abstract

This study examined the effectiveness of L1 and L2 glosses on incidental vocabulary learning through reading. It was conducted at a private university in Konya, Turkey and the participants of the study are 50 pre-intermediate level prep EFL learners. The students were divided into two as L1 and L2 gloss groups. The data analysis was carried out by using independent samples and paired samples T-tests. The students’ scores of recognition and production tests were compared. The results revealed significant differences in favour of L1 gloss group. The findings suggest that using glosses for incidental vocabulary learning is beneficial for students.