Glosses, comprehension, and strategy use
By M. Ko. Reading in a Foreign Language, 2005
139 citations recorded by the source corpus.
This study, using both qualitative and quantitative measures, investigates how different types of gloss conditions affect Korean college students' reading comprehension. One hundred and six undergraduates at a university in Korea participated in the study. Twelve were assigned to think aloud, and the rest (ninety-four) took part in the main study only. They read the material under one of three conditions: no gloss, Korean gloss (L1 glossing), and English gloss (L2 glossing). After reading, they were asked to take a multiple-choice reading comprehension test and to answer a questionnaire. The results of the quantitative analyses indicated that only the second language (L2) gloss condition significantly affected students' reading comprehension. However, the think-aloud protocols revealed that both types of glossing made their reading comprehension smoother and faster than was possible for those who read without glosses. In other words, even first language (L1) glosses enabled them to comprehend more easily while reading, although statistics did not indicate a significant difference between the no gloss and L1 gloss conditions. When surveyed, learners showed their preference for glosses in the margin: more than 62% of the learners favored L2 glosses for their reading material.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/c102dd7d3d3c9b817c90f1040b8866ac22e8ac61
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Language and Linguistics
Citations in the corpus
- Beginning to read extensively: A case study with Mako and Fumi (2007, background): “Ko (2005) summarized the benefits of glosses as (a) helping readers understand new words accurately, (b) helping readers build a bridge between prior knowledge or experience and new information in the text, and (c) making students less dependent on their teachers and allowing for greater autonomy.”