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Using a quantitative meta-analysis, it finds a statistically significant difference (p=.04) between groups defined by the percentage of L1 glossing provided. Studies with 50% or more L1 glossing show the highest mean effect sizes, while a group with 5% or less also yields the second largest mean effect size, indicating nonlinearity in the glossing-comprehension relationship.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/glossing-frequency-and-l2-reading-comprehension-the-influence-of-call-glossing/595540/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/glossing-frequency-and-l2-reading-comprehension-the-influence-of-call-glossing/595540.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study test about L1 glossing and L2 reading comprehension?","Question",{"text":112,"@type":113},"It tests whether the percentage (amount) of L1 glossing significantly influences L2 reading comprehension, challenging claims that more L1 glossing always produces better comprehension.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What methodology does the study use and what key statistical result is reported?",{"text":117,"@type":113},"The study uses a quantitative meta-analysis and reports a significant difference in L2 reading comprehension between groups based on how much L1 glossing is provided (p=.04).",{"name":119,"@type":110,"acceptedAnswer":120},"How do the effect sizes relate to the percentage of L1 glossing across groups?",{"text":121,"@type":113},"The group with the highest average effect size includes CALL studies with 50% or more L1 glossing, while the second largest mean effect size comes from a group with 5% or less L1 glossing, suggesting a threshold-like or non-straightforward pattern.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595540,1792161234,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Glossing Frequency and L2 Reading  \nComprehension: The Influence of CALL Glossing ALAN M. TAYLOR  \nBrigham Young University – Idaho  \nABSTRACT  \nThis study challenges the assertion that an increase in L1 glossing results in more L2 reading comprehension . The results of this study, a quantitative meta-analysis, indicate that there is a significant difference (p = .04) in L2 reading comprehension between groups based on how much L1 glossing is provided. It was found that the group with the highest average effect size–which had all computer-assisted language learning (CALL) studies–included studies with 50% or more L1 glossing. However, the second largest mean effect size came from a group that contained 5% or less L1 glossing. In looking across groups in this meta-analysis, it was found that of the six studies with the largest effect sizes, five of them were CALL studies . In light of this finding, this paper will discuss the interaction of the variables of CALL glossing and percentage of text glossed in order to determine their possible influence on L2 reading comprehension .  \nINTRODUCTION  \nIn the field of second language (L2) learning, the use of glosses is abundant. Glosses, or first language (L1) translations in the margin of L2 texts, are commonplace in language teaching materials . However, glosses have not always been shown to be useful, nor is the use of L1 glosses in L2 reading comprehension very standardized. Indeed, the variability in amount and type of L1 glossing that occurs in L2 studies can be problematic and has not been studied in great detail. In fact, many L1 glossing studies have shown few significant effects of L1 glosses on L2 reading comprehension (Baumann, 1994; Cheng & Good, 2009; Jacobs, Dufon, & Hong, 1994; Joyce, 1997; Ko, 1995; Kwong-Hung, 1995; Stoehr, 1999) . Indeed, some experimental studies show that the mean of the L1 glossing group did worse than that of the control (non-glossing) group (e.g., Baumann, 1994; Joyce, 1997) . Such conflicting results merit further examination . Thus, this study, a quantitative meta-analysis, is designed to shed more light on the question of whether the percentage of L1 glossing significantly influences L2 reading comprehension . The reason why we are focusing on L1 glosses is because they are generally preferred to L2 glosses by learners (Bell & LeBlanc, 2000) or other glosses when given the choice (Hayden, 1997) .  \nTHEORETICAL FRAMEWORK  \nGlossing and Reading Comprehension  \nIn examining experimental studies on L1 glossing and L2 reading comprehension, Taylor (2013) found that 56% of the studies did not obtain significant results . Thus, while it maybe true that L1 glossing can be effective in some studies, we still do not know many of the variables that may be confounding the results of L1 glossing studies . The present study attempts to elucidate the reason for why so many studies have not obtained significant effects for L1 glosses on L2 reading comprehension by explaining how the amount, or percentage, of glossing may influence the results of these studies .  \nPast research supports the general effectiveness of L1 glosses in L2 reading comprehension (e.g., Taylor, 2002, 2006, 2009 , 2013) . Indeed, even though some studies  \nCALICO Journal, 31(3), p-p 374-389. doi: 10.11139/cj.31.3.374-389 © 2014 CALICO Journal  \nin the past have not resulted in significant results for L1 glossing (e.g., Baumann, 1994; Joyce, 1997), L1 glossing has generally been found to be effective in meta-analyses which combine studies with significant and non-significant results and produce effect sizes with much more statistical power . CALL L1 glossing has especially been found to be effective (e.g., Stoehr, 1999; Yanguas, 2009) . However, there are multiple reasons explaining why L1 glossing may not always be effective . For instance, some studies on the effects of glossing on L2 reading comprehension may not accurately test the amount of reading comprehension that has actually ta","cbCaiuHcBEhRy3xv","https://ap.wps.com/l/cbCaiuHcBEhRy3xv","pdf",420467,16,"English","# Abstract\n# Introduction\n## Background on L1 glosses in L2 reading\n## Need for further examination\n# Theoretical Framework\n## Glossing and reading comprehension\n## Distraction and facilitation\n## Lexical threshold and coverage","[{\"question\":\"What does the study test about L1 glossing and L2 reading comprehension?\",\"answer\":\"It tests whether the percentage (amount) of L1 glossing significantly influences L2 reading comprehension, challenging claims that more L1 glossing always produces better comprehension.\"},{\"question\":\"What methodology does the study use and what key statistical result is reported?\",\"answer\":\"The study uses a quantitative meta-analysis and reports a significant difference in L2 reading comprehension between groups based on how much L1 glossing is provided (p=.04).\"},{\"question\":\"How do the effect sizes relate to the percentage of L1 glossing across groups?\",\"answer\":\"The group with the highest average effect size includes CALL studies with 50% or more L1 glossing, while the second largest mean effect size comes from a group with 5% or less L1 glossing, suggesting a threshold-like or non-straightforward pattern.\"}]","Glossing Frequency and L2 Reading Comprehension - The Influence of CALL Glossing | PDF",1792081345]