Effects of Three Types of Glosses on Iraqi EFL Learners’ Incidental Vocabulary Learning from Audiovisual Input
DOI:
https://doi.org/10.22159/ijoe.2025v13i4.54987Keywords:
audio-visual input, incidental L2 vocabulary learning, multiple-choice gloss, traditional glossAbstract
This study investigated the effects of three different glossing conditions on Iraqi EFL learners’ incidental vocabulary acquisition from captioned videos. It aimed to compare the effectiveness of no gloss (control group), traditional gloss (TG), and multiple-choice gloss (MCG) for vocabulary learning and examine the relationship between prior vocabulary knowledge and learning gain. A quasi-experimental design with pretest-posttest was employed. Ninety intermediate Iraqi university students majoring in ELT participated after being randomly assigned to three groups. Participants completed vocabulary pretests assessing prior knowledge levels. They were then randomly assigned to view 6 animated videos: 2 videos without glosses (control), 2 videos with traditional translations, and 2 videos with multiple-choice options defining targeted words. Exposure consisted of automatic playback intermittently halting for relevant on-screen annotations. Gains were measured through immediate posttests without prior notification. Data were analyzed using a one-way ANOVA and Pearson correlation coefficient. The results of the one-way ANOVA showed significant differences in learning outcomes based on gloss condition. Both gloss groups significantly outperformed the control, evidencing annotation benefits vocabulary uptake beyond mere exposure. Notably, the MCG group demonstrated substantially greater gains than TG, indicating interactive glossing optimizes learning over simpler formats. Additionally, based on the Pearson correlation coefficient, a strong positive correlation was found between participants’ pre-existing vocabulary size and subsequent learning gain
Downloads
References
Ashcroft, R. J., Garner, J., & Hadingham, O. (2018). Incidental vocabulary learning through watching movies. Australian Journal of Applied Linguistics, 1(3), 135-147. https://dx.doi.org/10.29140/ajal.v1n3.89
Allen, D. (2004). Oxford placement test. Oxford: Oxford University Press.
Çakmak, F., & Erçetin, G. (2018). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL, 30(1), 24-47. https://doi:10.1017/S0958344017000155
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Fievez, I., Montero Perez, M., Cornillie, F., & Desmet, P. (2023). Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions. Computer Assisted Language Learning, 36(1-2), 26-51. https://doi.org/10.1080/09588221.2021.1899244
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207-223.
Hsu, H.-T. (2018). Incidental professional vocabulary acquisition of EFL business learners: Effect of captioned video with glosses. The JALT CALL Journal, 14(2), 119–142. https://doi.org/10.29140/jaltcall.v14n2.j227
Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349-381). Oxford: Blackwell Publishing.
Kaderoğlu, K. (2024). Incidental vocabulary learning from audiovisual input: The case of pre-intermediate Turkish EFL learners. ELIA, 24, 177-207. http://dx.doi.org/10.12795/elia.2024.i24.6
Kıvrak, C., & Uygun Gökmen, D. (2019). The effects of task-induced involvement load and input modality on incidental vocabulary learning. Journal of Language and Linguistic Studies, 15(4), 1355–1375.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1-26. https://doi.org/10.1093/applin/22.1.1
Mahdi, H. S., Mohsen, M. A., & Almanea, M. (2024). Multimedia glosses and second language vocabulary learning: A second-round meta-analysis. Acta Psychologica, 248, 104341. https://doi.org/10.1016/j.actpsy.2024.104341
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press .
Montero Perez, M., Peters, E., Leuven, K. U., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18(1), 118-141.
Montero Perez, M., Sydorenko, T., & Huntley, L. (2025). Incidental vocabulary learning from watching audiovisual input. In Researching incidental vocabulary learning in a second language (pp. 35-50). Routledge.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press.
Puimège, E., & Peters, E. (2019). Learning L2 vocabulary from audiovisual input: An exploratory study into incidental learning of single words and formulaic sequences. The Language Learning Journal, 47(4), 424-438. https://doi.org/10.1080/09571736.2019.1638630
Ramezanali, N., Uchihara, T., & Faez, F. (2020). Efficacy of multimodal glossing on second language vocabulary learning: A meta-analysis. TESOL Quarterly, 54(4), 105-133. https://doi.org/10.1002/tesq.579
Rodgers M. P. (2018). The images in television programs and the potential for learning unknown words: The relationship between on-screen imagery and vocabulary. ITL-International Journal of Applied Linguistics, 169(1), 191–211. https://doi.org/10.1075/itl.00012.rod
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. https://doi.org/10.1207/s15516709cog1202_4
Teng, M. F. (2023). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching, 17(3), 738-754. https://doi.org/10.1080/17501229.2022.2131791
van Zeeland, H., & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609-624. https://doi.org/10.1016/j.system.2013.07.012
Vidal, K. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61(1), 219-258. https://doi.org/10.1111/j.1467-9922.2010.00593.x
Wang, S., & Lee, C. I. (2021). Multimedia gloss presentation: Learners’ preference and the effects on EFL vocabulary learning and reading comprehension. Frontiers in Psychology, 11, 602520. https://doi.org/10.3389/fpsyg.2020.602520
Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19(3), 287-307. https://doi.org/10.1017/S027226319700301X
Webb, S., & Rodgers, M. P. (2009). The lexical coverage of movies. Applied Linguistics, 30(3), 407-427. https://doi.org/10.1093/applin/amp010
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 66-87.
Yeh, Y., & Wang, C. W. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal, 21(1), 131-144. https://doi.org/10.1558/cj.v21i1.131-144
Zhang, C., & Ma, R. (2024). The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis. Language Teaching Research, 28(3), 967-986. https://doi.org/10.1177/13621688211011511
Zhang, R., & Zou, D. (2022). A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning, 35(9), 2790–2816. https://doi.org/10.1080/09588221.2021.1896555
Published
How to Cite
Issue
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
