Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language‐Diverse Second Language English Classrooms

Vocabulary experts recommend first language (L1) translation equivalents for establishing form–meaning mappings new second (L2) words, especially lower proficiency learners. Empirical evidence to date speaks in favor of L1 over L2 meaning definitions, but most studies have investigated bi- rather than multilingual In our study, we instructed English vocabulary learning through an intervention study six language-diverse secondary school classrooms Sweden (N = 74) involving three conditions presentation word meanings: (a) definitions the (English), (b) shared and majority (Swedish), (c) plus other prior languages among learners (Swedish other). Based on overall weighted mean effect sizes mixed-effects modeling, results showed that involved yielded higher scores did target immediate posttests with a small size no differences delayed posttests.