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The Relative Impact of L1 and L2 Glosses along with Computer-Generated Phonological Guidance on EFL Learners' Vocabulary Learning
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Barabadi, Elyas; Aftab, Asma; Panahi, Amir – Cogent Education, 2018
Glosses have been assumed to be effective for developing vocabulary. This article discusses a within-subject quasi-experiment which investigated the relative effectiveness of four vocabulary gloss types: L1 gloss, L1 gloss with phonological guidance, L2 gloss, and L2 gloss with phonological guidance. The participants were 63 Iranian undergraduate…
Descriptors: Vocabulary Development, Undergraduate Students, English (Second Language), Second Language Instruction