L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention

The present study examines the effects of 3 kinds of glosses—first-language (L1) Chinese glosses plus second-language (L2) English example sentences, L1 in-text glosses, and L1 marginal glosses—in comparison with a no-gloss condition in reading an English passage, to explore whether providing glosses can facilitate reading comprehension and vocabulary acquisition. A total of 135 undergraduate business and engineering students at 4 English proficiency levels studying at a technical university in Taiwan completed 1 vocabulary pretest, 1 reading session, 1 posttest, and 2 delayed vocabulary recall tests. The study found that L1 glosses helped subjects learn new words and review learned words. Learners’ retention declined between the immediate and the 1 delayed recall tests. However, between the 1 and 2 delayed recall tests, a slight increase in retention was observed for all groups. Unexpectedly, reading comprehension did not improve significantly. Additionally, a questionnaire queried learners’ experience using glosses during reading.