A Study of Reading Comprehension and Receptive Vocabulary Retention Using the Electronic Glossing Sandwich Approach

Abstract The present research deals with the English as second language apprentices’ reading comprehension and receptive linguistic retention using the sandwich approach for the first language and making the way of communication simple by the use of electronic glossing in the education sector of Pakistan. The leading objectives of the article were to explore whether the learners who have approach to electronic glosses have better reading scores than the ones who have no access to electronic glosses in an ESL classroom and to investigate whether the learners who have access to electronic glosses have a higher vocabulary than the ones who have no access to electronic glosses in an ESL classroom. A quantitative research method was adopted to carry out this research. The data was collected from 40 students at a private school in Rawalpindi with different socio-economic backgrounds. The collected data was analyzed by three different analyses of variance (ANOVA) conducted to get the results of reading comprehension of the students followed by instant vocabulary test, and delayed vocabulary test. Moreover, four univariate analyses of the covariate (ANCOVAs) were introduced to examine the hypotheses using the Statistical Package for Social Science (SPSS-24) software. The results of present study demonstrated the benefits of the electronic glossing in ESL classroom. The use of electronic glossing should not be neglected while learning English as second language in the private education sector of Pakistan, where direct method is used for teaching English as second language.