Effects of Multiple-Choice Glosses & Frequency on L2 Academic Vocabulary Learning in Korea*

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Abstract

The study investigated the effects of multiple-choice glosses (MCGs) (L1 and L2) and frequency on academic vocabulary learning. Twelve college students in Korea participated in the within-samples study. The paired-samples t-statistics showed the significant learning gains between pre-test and post-test after the provision of MCGs during reading. However, the lower level students significantly improved from pre-test to post-test with L1 MCGs, not with L2 MCGs, while the advanced level more benefited from L2 MCG (p < .01) than L1 MCGs (p < .05). The results of the frequency showed that the development of the new words required at least 6 times regardless of types of gloss languages. The theoretic and pedagogical discussions were made at the conclusion.

Original languageEnglish
Pages (from-to)695-705
Number of pages11
JournalKorean Journal of English Language and Linguistics
Volume22
DOIs
StatePublished - 2022

Keywords

  • academic vocabulary
  • EFL college contexts
  • frequency
  • multiple-choice glossing (L1 vs. L2)

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