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 language | English |
|---|---|
| Pages (from-to) | 695-705 |
| Number of pages | 11 |
| Journal | Korean Journal of English Language and Linguistics |
| Volume | 22 |
| DOIs | |
| State | Published - 2022 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- academic vocabulary
- EFL college contexts
- frequency
- multiple-choice glossing (L1 vs. L2)
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