The Effects of CALL Versus Traditional L1 Glosses on L2 Reading Comprehension

Authors

  • Alan Taylor Brigham Young University

DOI:

https://doi.org/10.1558/cj.v23i2.309-318

Keywords:

L2 Reading Comprehension, L1 Glossing, CALL Glossing, CALL reading, Meta-analysis

Abstract

Meta-analytic research of experiments conducted on the effects of native-language (L1) glosses on second-language (L2) reading comprehension have revealed a significant difference between groups of studies with traditional and computer-assisted L1 glosses. This means that learners provided with L1 glosses comprehend significantly more text--through the medium of a computer--than learners with traditional, paper-based L1 glossing aids. The average weighted effect size of studies with computer-assisted L1 glosses is large (g = 1.09) and differs significantly (p < .001) when compared to studies with traditional L1 glosses (g = .39). This article explores factors explaining how and when computer-assisted L1 glosses can be effective in L2 reading comprehension.

Author Biography

  • Alan Taylor, Brigham Young University

    Alan Taylor (Ph.D., Purdue University, 2002) is Professor of French in the Department of Foreign Languages and Literatures at Brigham Young University-Idaho. He has taught French at BYU-I for one year, after teaching for a year at the Rochester Institute of Technology. His primary interests include the use of glosses and strategies in L2 reading comprehension. The challenge currently of interest to him is the effective use of meta-analysis in second language acquisition research.

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Published

2013-01-14

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Section

Articles

How to Cite

Taylor, A. (2013). The Effects of CALL Versus Traditional L1 Glosses on L2 Reading Comprehension. CALICO Journal, 23(2), 309-318. https://doi.org/10.1558/cj.v23i2.309-318