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This study aims to investigate the effect of different types of glosses as well as no‐gloss and glossed texts on L2 vocabulary learning. A total of 90 university students in Korea participated in this study. They were randomly divided into groups according to three different conditions: no gloss, L1 gloss, and L2 gloss. Students were first asked to read materials for a reading comprehension test. Immediately after, participants took an unexpected multiple‐choice (MC) vocabulary test, which they took once again unannounced four weeks later. All participants also completed a student opinion questionnaire reporting on their reactions to the reading text. Results indicated that, on the immediate vocabulary test, there was a significant difference between no‐gloss and glossed conditions. However, participants showed no significant differences between texts with L1 glosses and L2 glosses. Findings were similar on the delayed vocabulary test given four weeks later. There were significant time effects on L1 and L2 gloss conditions over time but not on the no‐gloss condition. The survey results revealed participants preferred glosses in their L2 reading materials, and they favored L2 glosses over L1 glosses.
Myong Hee Ko (Tue,) studied this question.