Call-based versus paper-based glosses: Is there a difference in reading comprehension?

CALICO Journal

Volumn 27, Issue 1, 2010, Pages 147-160

  Taylor, Alan M ^a  

^a BRIGHAM YOUNG UNIVERSITY IDAHO   (United States)

Author keywords

CALL Glossing; CALL Reading; L1 Glossing; L2 Reading Comprehension; Meta analysis

Indexed keywords

EID: 85045160694     PISSN: None     EISSN: 20569017     Source Type: Journal    
DOI: 10.11139/cj.27.1.147-160     Document Type: Article

References (55)

1. *Aweiss, S. (1994). Situating learning in technology: The case of computer-mediated reading supports. Journal of Educational Technology Systems, 23, 63-74.
2. *Baumann, C. C. (1994). The effect of previews and glosses on the reading comprehension of beginning and intermediate students of German. Unpublished doctoral dissertation, University of Minne-sota, Minneapolis.
3. Bell, F. L., & LeBlanc, L. B. (2000). The language of glosses in L2 reading on computer: Learners’ prefer-ences. Hispania, 83, 274-285.
4. Bernhardt, E. B. (1983). Testing foreign language reading comprehension: The immediate recall proto-col. Die Unterrichtspraxis, 16, 27-33.
5. Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical and classroom perspectives. Norwood, NJ: Ablex.
6. Shadish, W., Cook, T., & Campbell, D. (2002). Experimental and quasi-experimental designs for general-ized causal inference. New York: Houghton Mifflin.
7. Carrell, P. L., Devine, J., & Eskey, D. (Eds.). (1998). Interactive approaches to second language reading. New York: Cambridge University Press.
8. Chun, D. M. (2001). L2 reading on the web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14, 367-403.
9. Chun, D. M. (2006). CALL technologies for L2 reading. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 69-98). San Mar-cos, TX: CALICO.
10. Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80, 183-198.
11. Chun, D. M., & Plass, J. L. (1997). Research on text comprehension in multimedia environments. Language Learning & Technology, 1(1), 60-81. Retrieved July 13, 2009, from http://llt.msu.edu/vol1num1/chun_plass
12. Comprehensive Meta-Analysis 1.12. [Computer software]. (2001). Englewood, NJ. Biostat.
13. Cooper, H., & Hedges, L. V. (1994). (Eds.). The handbook of research synthesis. New York: Russell Sage Foundation.
14. *Davis, J. N. (1989). Facilitating effects of marginal glosses on foreign language reading. The Modern Language Journal, 73, 41-48.
15. Davis, J. N., & Lyman-Hager, M. (1997). Computers and L2 reading: Student performance, student at-titudes. Foreign Language Annals, 30, 58-72.
16. Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge, Eng-land: Cambridge University Press.
17. Ercetin, N. (2001). Second language reading in a hypermedia environment: The role of proficiency, annotation use, text format, and prior knowledge. Unpublished doctoral dissertation, University of Arizona, Tucson.
18. Ercetin, G. (2003). Exploring ESL learners’ use of hypermedia reading glosses. CALICO Journal, 20, 261-283.
19. Eskey, D. E. (1988). Holding in the bottom. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.) Interactive approaches to second language reading (pp. 93-100). New York: Cambridge University Press.
20. Gettys, S., & Imhof, L. A., & Kautz, J. O. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34, 91-106.
21. *Goyette, E. S. (1995). The effects of dictionary usage on text comprehension. Unpublished doctoral dissertation, University of McGill, Montreal, Canada.
22. Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Beverly Hills, CA: Sage.
23. Hachette Dictionnaire Oxford v.2 version iFinger. [Computer software] (1997). London: Oxford University Press.
24. Hayden, S. (1997). An investigation into the effect and patterns of usage of a computer-mediated text in reading comprehension in French. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.
25. Hegelheimer, V. (1998). Effects of textual glosses and sentence-level audio glosses on on-line reading comprehension and vocabulary recall. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
26. Holley, F. M., & King, J. K. (1971). Vocabulary glosses in foreign language materials. Language Learning, 21, 213-219.
27. Hulstijn, J. H. (1993). When do foreign-language readers look up the meaning of unfamiliar words? The influence of task and learner variables. The Modern Language Journal, 77, 139-147.
28. *Jacobs, G. M. (1994). What lurks in the margin: Use of vocabulary glosses as a strategy in second language reading. Issues in Applied Linguistics, 5, 115-137.
29. *Jacobs, G. M., Dufon, P., & Hong, F. G. (1994). L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17, 19-28.
30. *Johnson, P. (1982). Effects of reading comprehension of building background knowledge. TESOL Quarterly, 16, 503-516.
31. *Joyce, E. E. (1997). Which words should be glossed in L2 reading materials? A study of first, second and third semester French students’ recall (report number FL 024 770). Pennsylvania Language Forum. (ERIC Document Reproduction Service No. ED 427 508)
32. *Knight, S. (1994). Dictionary: The tool of last resort in foreign language reading? A new perspective. The Modern Language Journal, 78, 285-299.
33. *Ko, M. H. (1995). Glossing in incidental and intentional learning of foreign language vocabulary and reading comprehension. Unpublished master’s thesis, University of Hawai’i, Manoa.
34. *Ko, M. H. (2005). Glosses, comprehension, and strategy use. Reading in a Foreign Language, 17(2), Retrieved January, 2, 2006, from http://nflrc.hawaii.edu/rfl/October2005/ko/ko.html
35. Kost, C. R., Foss, P., & Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32, 89-113.
36. *Kwong-Hung, L. (1995). Bilingual texts: A study of the effects of providing L1 Chinese terms in L2 English texts on text comprehension and on English vocabulary acquisition. Unpublished master’s thesis, University of Hong Kong.
37. Laufer, B. (1996). The lexical threshold of second language reading comprehension: What it is and how it relates to L1 reading ability. Jyvaskyla Cross-Language Studies, 17, 55-62.
38. Laufer, B., & Hill, M. (2000). What lexical information do learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology, 3(2), 58-76. Retrieved July 13, 2009, from http://llt.msu.edu/vol3num2/laufer-hill/index.html
39. Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
40. *Lomicka, L. L. (1998). To gloss or not to gloss: An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41-50. Retrieved July 13, 2009, from http://llt.msu.edu/vol1num2/article2/default.html
41. *Luo, J. (1993). A study of the effects of marginal glosses on the reading comprehension of intermediate college students of French. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.
42. Matt, G. E., & Cook, T. D. (1994). Threats to the validity of research synthesis. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 411-422). New York: Russell Sage Foundation.
43. *Moere, A. V. (1998). Glossary-assisted and incidental vocabulary acquisition from reading: A compari-son. Unpublished master’s thesis, University of Warwick, England.
44. *Palmer, R. C. (2003). A comparison of the effect of glossed self-instruction reading materials and traditional teacher fronted instruction. Unpublished doctoral dissertation, Indiana University of Pennsylvania.
45. Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19, 221-243.
46. Roby, W. B. (1999). What’s in a gloss? Language Learning & Technology, 2(2), 94-101. Retrieved July 13, 2009, from http://llt.msu.edu/vol2num2/roby/index.html
47. Sakar, A., & Ercetin, G. (2005). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21, 28-38.
48. *Salem, E. B. (2006). The influence of electronic glosses on word retention and reading comprehension with Spanish language learners. Unpublished doctoral dissertation, the University of Kansas, Lawrence.
49. Shadish, W., Cook, T. & Campbell, D. (2002). Experimental and quasi-experimental designs for general-ized causal inference. New York: Houghton Mifflin.
50. *Stoehr, L. E. (1999). The effects of built-in comprehension aids in a CALL program on student-readers’ understanding of a foreign language. Unpublished doctoral dissertation, University of Texas at Austin.
51. Swaffar, J. K., Arens, K. M., & Byrnes, H. (1991). Reading for meaning: An integrated approach to language learning. Englewood Cliffs, NJ: Prentice Hall.
52. Taylor, A. M. (2002). A meta-analysis on the effects of L1 glosses on L2 reading comprehension. Unpublished doctoral dissertation, Purdue University, Lafayette, IN.
53. Taylor, A. M. (2006). The effects of CALL versus traditional L1 glosses on L2 reading comprehension. CALICO Journal, 23, 1-10.
54. *Watanabe, Y. (1997). Input, intake, and retention. Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19, 287-307.
55. *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 Educa-tion, 67, 197-217.