A quasi-experimental study comparing textual and audio dynamic glosses: Effects on L2 vocabulary learning among novice EFL learners

Abstract

This study investigates the impact of dynamic glossing techniques on vocabulary acquisition among novice English as a Foreign Language (EFL) learners. Specifically, it compares the effectiveness of Dynamic Textual Glossing (DTG) and Dynamic Auditory Glossing (DAG) in enhancing vocabulary learning outcomes. A quasi-experimental design was employed, with participants randomly assigned to three groups: no gloss, DTG, and DAG. A vocabulary pretest was administered, followed by ten treatment sessions using “Select Reading” passages. The results indicated that both dynamic glossing methods significantly outperformed no-gloss condition, supporting the efficacy of glossing as a pedagogical strategy. Additionally, findings revealed no significant difference in effectiveness between DTG and DAG, suggesting that both approaches can be valuable methods for vocabulary instruction. Delayed posttest results further demonstrated the efficacy of dynamic glossing. The study highlights the implications for EFL teaching practices, advocating for the integration of dynamic glossing techniques to promote deeper engagement with vocabulary material. The research contributes to the growing body of literature on vocabulary acquisition by exploring the relatively under examined area of DAG and emphasizing the importance of tailored instructional strategies in fostering effective second language learning.