The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention

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The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “As these authors conclude, ‘tasks that require the learner to elaborate the input and generate associations with prior experience and knowledge are considered ideal for promoting transfer of new knowledge to long-term memory’ (Rott et al., 2002, p. 209).”
Review article: Instructed second language vocabulary learning (2008, background): “Rott, Williams, and Cameron (2002) found that while reading multiple-choice glosses lead to better immediate scores than reading-only incidental learning alone, after five weeks the scores had decayed to the same level as the incidental learning condition.”
L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention (2009, methodology): “facilitate reading comprehension or vocabulary acquisition by L1 speakers or L2 learners of Spanish (Jacobs, Dufon, & Hong, 1994), French (Joyce, 1997), Korean (Myong, 2005), Russian (Gettys, Imhof, & Kautz, 2001), German ( Rott, Williams, & Cameron, 2002 ), and Chinese (Huang, 2003).”
The Effects of Task Involvement Load on L2 Incidental Vocabulary Learning: A Meta‐Analytic Study (2012, methodology): “Greater attention to new vocabulary can lead to a greater likelihood that vocabulary will be acquired and retained (Rott et al., 2002).”