The Impact of Gloss Types On Iranian EFL Students’ Reading Comprehension of Narrative and Expository Texts

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dc.contributor.authorFARVARDİN, Mohammad Taghi
dc.contributor.authorBİRİA, Reza
dc.date.accessioned2022-03-22T08:03:28Z
dc.date.available2022-03-22T08:03:28Z
dc.date.issued2012
dc.description.abstractResearch 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.en_US
dc.identifier.citationFarvardin, 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/5140/70046en_US
dc.identifier.urihttps://hdl.handle.net/11616/56853
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleThe Impact of Gloss Types On Iranian EFL Students’ Reading Comprehension of Narrative and Expository Textsen_US
dc.typeArticleen_US

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