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 |
| 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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