Title: L1 glossing and strategy training for improving L2 reading comprehension: a meta-analysis

Authors: Alan M. Taylor

Addresses: Department of Foreign Languages and Literatures, Brigham Young University-Idaho, Smith 450, Rexburg, Idaho 83460, USA

Abstract: Extensive research on the effects of interventions to improve L2 reading has been conducted yet the results are often not conclusive. The present research synthesis intends to provide a more accurate measurement of studies that have attempted to improve L2 reading comprehension. It includes 62 studies conducted on either explicit reading strategy training (ERST) or native language (L1) glosses. Besides updating past meta-analyses conducted on ERST and L1 glossing, it concludes that reading comprehension can be more effective (g = .64) whether through glossing or ERST. Moderating variables were identified and analysed, including type of intervention, learning context, test task and learning level.

Keywords: reading strategy training; glossing; native language glosses; L2 learning; reading comprehension; second language development.

DOI: 10.1504/IJQRE.2014.060973

International Journal of Quantitative Research in Education, 2014 Vol.2 No.1, pp.39 - 68

Available online: 23 May 2014 *

Full-text access for editors Access for subscribers Purchase this article Comment on this article