Faculty of Language Studies, Arab Open University, Riyadh, Saudi Arabia.
College of Languages and Translation, Najran University, Najran, Saudi Arabia.
Acta Psychol (Amst). 2024 Aug;248:104341. doi: 10.1016/j.actpsy.2024.104341. Epub 2024 Jun 12.
The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.
利用注释来辅助第二语言词汇学习一直是计算机辅助语言学习 (CALL) 文献中研究最活跃的领域之一。为了编译研究文章，考察利用注释对第二语言 (L2) 词汇学习的影响，本研究采用了二阶元分析技术。二阶元分析是一种综合和分析多个元分析结果的研究，而不是单个原始研究，从而提供了对现有证据的更高层次的抽象和概述。本研究综合了 2008 年至 2023 年间进行的七项原始元分析的结果，其中包括 136 项原始研究。结果表明，使用注释的总体平均效应大小为中等（固定效应大小模型为 g=0.63，随机效应大小模型为 0.76）。结果表明，调节因素显著减轻了多媒体注释的影响。特别是，初学者从接触多媒体注释中受益匪浅，产生了较大的效应大小。此外，与其他类型的词汇测试相比，识别测试往往产生更高的效应大小。此外，发现注释在提高说明文而不是记叙文的词汇习得方面更有效。此外，单模式注释比多模式注释更有效。研究结果表明，内文注释、外文注释和底部注释的效果较小，而弹出注释和边缘注释的效果中等，而文字注释的效果较小。为语言学习提供了启示，并为未来的元分析研究提出了建议。
