Effects of Single Translation Marginal & Multiple-Choice Glosses on L2 Academic Vocabulary Learning

The study examined the effects of two gloss types (single translation marginal glosses (STGs) vs. multiple-choice glossing (MCGs), and gloss languages (L1 vs. L2) on L2 vocabulary learning through the within-samples experiment. Eleven college students in Korea participated in the study. The present study showed that glosses positively led to significant gains in L2 vocabulary learning regardless of gloss types or languages. However, there were no significant differences between MCGs and STGs or between L1 and L2 glosses though the effects of the STGs (L1 and L2) nearly approached the significant levels (p =. 067). As for L2 learners’ opinions about gloss types and languages, most participants preferred STGs to MCGs, and more participants showed their preferences for L1 glosses over L2 glosses. However, the advanced group reported an equal preference for gloss languages. Therefore, any instructional interventions through glossing in incidental reading can be helpful for L2 vocabulary learning. The theoretical and pedagogical discussions were made at the conclusion.