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Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions

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  • Source:
    Journal of Research in Reading, v40 suppl pS66-S86 Dec 2017. 21 pp.
  • Accession Number:
    http://dx.doi.org/10.1111/1467-9817.12088
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • ISSN:
      0141-0423
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      This study sought to compare how three different gloss types (text-picture, text-audio and text-picture-audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e., incidental, intentional and explicit instruction). A between-groups design was employed with four groups (N = 135) of Iranian university learners of L2 English. The participants (with upper-intermediate proficiency level) read English texts. Written recall and multiple-choice questions were used to measure reading comprehension; vocabulary knowledge scale (VKS) and contextualized vocabulary knowledge test (CVKT) were used to assess vocabulary acquisition. Results of statistical analyses revealed that while the text-picture-audio gloss type consistently resulted in better vocabulary learning and reading comprehension, the learning conditions varied in terms of their immediate and delayed effect on vocabulary and reading scores. This study suggests that learner performances across gloss types are condition specific and provides both pedagogical and theoretical implications.
    • Abstract:
      As Provided
    • Number of References:
      74
    • Physical Description:
      21
    • Education Level:
      Higher Education
    • Journal Code:
      APR2018
    • Publication Date:
      2017
    • Accession Number:
      EJ1163356
  • Citations
    • ABNT:
      SADEGHI, K.; KHEZRLOU, S.; MODIRKHAMENEH, S. Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions. Journal of Research in Reading, [s. l.], v. 40, 2017. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163356&custid=s8280428. Acesso em: 9 abr. 2020.
    • AMA:
      Sadeghi K, Khezrlou S, Modirkhameneh S. Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions. Journal of Research in Reading. 2017;40. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163356&custid=s8280428. Accessed April 9, 2020.
    • APA:
      Sadeghi, K., Khezrlou, S., & Modirkhameneh, S. (2017). Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions. Journal of Research in Reading, 40.
    • Chicago/Turabian: Author-Date:
      Sadeghi, Karim, Sima Khezrlou, and Sima Modirkhameneh. 2017. “Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions.” Journal of Research in Reading 40 (December). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163356&custid=s8280428.
    • Harvard:
      Sadeghi, K., Khezrlou, S. and Modirkhameneh, S. (2017) ‘Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions’, Journal of Research in Reading, 40. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163356&custid=s8280428 (Accessed: 9 April 2020).
    • Harvard: Australian:
      Sadeghi, K, Khezrlou, S & Modirkhameneh, S 2017, ‘Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions’, Journal of Research in Reading, vol. 40, viewed 9 April 2020, .
    • MLA:
      Sadeghi, Karim, et al. “Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions.” Journal of Research in Reading, vol. 40, Dec. 2017. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163356&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Sadeghi, Karim, Sima Khezrlou, and Sima Modirkhameneh. “Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions.” Journal of Research in Reading 40 (December 1, 2017). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163356&custid=s8280428.
    • Vancouver/ICMJE:
      Sadeghi K, Khezrlou S, Modirkhameneh S. Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions. Journal of Research in Reading [Internet]. 2017 Dec 1 [cited 2020 Apr 9];40. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163356&custid=s8280428