Abstract:

This study examines which gloss type, single or multiple, is more effective for vocabulary learning through reading. Japanese university students read a text for comprehension on computers. The students were randomly divided into two groups: single gloss and multiple gloss groups. There were 15 target words in the text. Glosses were provided next to the target words in the form of blank boxes with pull-down menus. The single gloss group checked the meanings of the target words by simply clicking the arrow and locating one definition in their L1, Japanese. The multiple gloss group checked the meanings of the words in the same way; however, the students in the multiple gloss group had to choose the correct definition out of 4 options. The participants took 4 vocabulary tests: 1) pretest; 2) immediate test; 3) posttest one week later; and 4) delayed posttest one month later. The tests were all multiple-choice tests except for the pretest, which employed a meaning-supply test. The results showed a consistent pattern of single gloss type being more effective than multiple type. This was contrary to previous findings. Possible reasons and implications of the study will be discussed.

Author: Makoto Yoshii