The Impact of Gloss Types On Iranian EFL Students’ Reading Comprehension of Narrative and Expository Texts
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Tarih
2012
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Research has shown that the effect of marginal glosses on reading comprehension
and vocabulary retention is a controversial issue. The purpose of this study was to
investigate this issue among Iranian university EFL students. Three types of
glosses were applied in this study: single gloss in participants’ first language
(SL1G), single gloss in participants’ second language (SL2G), and multiple-choice
gloss (MCG) in participants’ second language. One hundred and twenty
undergraduate students majoring in English Teaching at Azad University of
Najafabad, Iran, read the texts under three conditions: SL1G, SL2G, and MCG.
Afterwards, participants answered two vocabulary tests, one administered
immediately after the reading test and another three weeks later. One-way repeated
measures ANOVA and follow-up post hoc tests (p<.05) showed that MCG
facilitated participants’ vocabulary learning while reading the text more than
SLGs. The results of One-way ANOVA also revealed that SL2G was the most
facilitative gloss type for the participants’ reading comprehension. The study
illustrates how different types of textual glosses can affect both reading
comprehension and vocabulary retention. Limitations and suggestions for future
research are discussed.
Açıklama
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Kaynak
International Journal of Instruction
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Künye
Farvardin, M. T. & Biria, R. (2011). The Impact of Gloss Types On Iranian EFL Students’ Reading Comprehension of Narrative and Expository Texts . International Journal of Instruction , 5 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5140/70046
