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Electronic L1 and L2 Glosses' Impact on Vocabulary Acquisition of Moroccan English as a Foreign Language Learners

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Title: Electronic L1 and L2 Glosses' Impact on Vocabulary Acquisition of Moroccan English as a Foreign Language Learners
Language: English
Authors: Brahim Outamgharte (ORCID 0000-0001-5049-5222), Mohamed Yeou (ORCID 0000-0001-7407-0974), Hicham Zyad (ORCID 0000-0001-5049-5222)
Source: Australian Journal of Applied Linguistics. 2025 8(1).
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Comparative Analysis, Teaching Methods, Reading Processes, Native Language, College Freshmen, Vocabulary Development, Language Tests, Reading Comprehension, Reading Materials, Retention (Psychology), Foreign Countries, Arabic, Learning Processes, Instructional Effectiveness
Geographic Terms: Morocco
ISSN: 2209-0959
Abstract: With the growing interest in integrating information and communication technology in the EFL classroom, the present study investigated the impact of electronic first language (L1) translations and second language (L2) definition glosses on incidental vocabulary learning and retention among Moroccan EFL learners. In total, 172 first-year university students participated in this study. The participants were divided into three groups: a comparison group with no glosses (NGG) and two experimental groups, namely the L1 electronic gloss group (EL1GG) and the L2 electronic gloss group (EL2GG). During the eight-week treatment, participants had to read texts without glosses or glossed with target vocabulary items, as well as complete reading comprehension questions and vocabulary tests. The results of one-way analysis of variance revealed that those with glosses significantly outperformed those without. Qualitative data from semistructured interviews revealed that participants perceived both L1 and L2 glosses as beneficial tools for vocabulary learning and comprehension, though L2 glosses posed challenges at times, which highlighted the need for individualized glossing strategies. Implications for researchers and EFL teachers are provided.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472722
Database: ERIC
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  Data: Electronic L1 and L2 Glosses' Impact on Vocabulary Acquisition of Moroccan English as a Foreign Language Learners
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  Data: <searchLink fieldCode="AR" term="%22Brahim+Outamgharte%22">Brahim Outamgharte</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5049-5222">0000-0001-5049-5222</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohamed+Yeou%22">Mohamed Yeou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7407-0974">0000-0001-7407-0974</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hicham+Zyad%22">Hicham Zyad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5049-5222">0000-0001-5049-5222</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Applied+Linguistics%22"><i>Australian Journal of Applied Linguistics</i></searchLink>. 2025 8(1).
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  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
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  Data: 2209-0959
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  Label: Abstract
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  Data: With the growing interest in integrating information and communication technology in the EFL classroom, the present study investigated the impact of electronic first language (L1) translations and second language (L2) definition glosses on incidental vocabulary learning and retention among Moroccan EFL learners. In total, 172 first-year university students participated in this study. The participants were divided into three groups: a comparison group with no glosses (NGG) and two experimental groups, namely the L1 electronic gloss group (EL1GG) and the L2 electronic gloss group (EL2GG). During the eight-week treatment, participants had to read texts without glosses or glossed with target vocabulary items, as well as complete reading comprehension questions and vocabulary tests. The results of one-way analysis of variance revealed that those with glosses significantly outperformed those without. Qualitative data from semistructured interviews revealed that participants perceived both L1 and L2 glosses as beneficial tools for vocabulary learning and comprehension, though L2 glosses posed challenges at times, which highlighted the need for individualized glossing strategies. Implications for researchers and EFL teachers are provided.
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  Data: 2025
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  Data: EJ1472722
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      – Text: English
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      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Materials
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      – SubjectFull: Retention (Psychology)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Arabic
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      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Morocco
        Type: general
    Titles:
      – TitleFull: Electronic L1 and L2 Glosses' Impact on Vocabulary Acquisition of Moroccan English as a Foreign Language Learners
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            NameFull: Brahim Outamgharte
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            NameFull: Mohamed Yeou
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              Y: 2025
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            – TitleFull: Australian Journal of Applied Linguistics
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