Impact of retrieval prompts with posterior L1 glossing on novel words learning and processing during L2 reading: An eye-tracking study

Abstract

To enhance the effects of glossing and retrieval interventions on vocabulary learning during L2 reading, this study investigated how retrieval prompts combined with the use of glossing after a retrieval prompt influenced the learning and processing of unknown words. Using eye-tracking, 51 L2 English learners read a 4693-word story containing 12 target words occurring four times in one of three intervention conditions: (a) full glossing (GGGG) (i.e., target words with L1 gloss on every occurrence); (b) retrieval (GRRR) (i.e., initial glossing followed by three retrieval prompts); and (c) retrieval plus posterior glossing (GRRG) (i.e., initial glossing followed by two retrievals and a feedback glossing). Results showed that (i) GRRR resulted in longer processing time of the target words than GGGG but only enhanced learning of word form; (ii) GRRG resulted in larger learning outcomes in meaning recognition and meaning recall than GRRR and outperformed GGGG in meaning recall and form recognition; and (iii) summed total reading time consistently predicted form recognition, but longer processing times were more likely to result in correct meaning recall in the GGGG condition than in GRRR. The overall positive effect of the GRRG condition suggests that the feedback glossing could reinforce the function of retrieval.