Effects of announcing a vocabulary test before reading a glossed text on reading behaviors and vocabulary acquisition: An eye-tracking study
- Effects of announcing a vocabulary test before reading a glossed text on reading behaviors and vocabulary acquisition: An eye-tracking study
- Kim, Hayoung; Choi, Sungmook; Kweon, Soo-Ok
- Date Issued
- Public Library of Science
Glosses provide an effective way of fostering second language (L2) vocabulary acquisition. Expanding on previous research, we explored how a vocabulary test announcement prior to reading a glossed text influences the reading behaviors and subsequent vocabulary acquisition of L2 learners. The participants of this study comprised 65 Korean undergraduate students. The participants were assigned to either a vocabulary test announcement (TA) or a no test announcement (NTA) group. Thereafter, the researchers read to the participants a short story containing 16 glossed words displayed in the bottom margin. The students’ responses to the reading comprehension test and a battery of vocabulary tests (i.e., form recall, meaning recall, and meaning recognition) were captured immediately and one week after the assessments. The results showed that while processing in-text target words and marginal glosses, no variation in eye-tracking measures (e.g., gaze duration and total reading time) was observed among the TA and NTA groups. In contrast, the TA group spent significantly longer time fixating on bottom-margin target words than the NTA group during eye-tracking measures. Regardless of the testing phase, the vocabulary test results showed that only the form recall scores in the TA group were significantly higher than the NTA group. However, the differences in meaning recall and recognition scores were not significant. Collectively, these results suggest that vocabulary test announcements likely enhance the favorable effects of glossed text, particularly through promoting visual word form acquisition. However, the effects do not strengthen form-meaning associations without compromising L2 learners’ reading comprehension.
- Article Type
- PLoS ONE, vol. 18, no. 1, page. e0280552, 2023-01
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