The effectiveness of computer glosses on vocabulary learning . l1 or l2 glosses: With or without pictures?

The study, investigated the effectiveness of L1 glosses (Turkish definitions) and LLglosses (English definitions) on vocabulary learning in a multimedia environment.Additionally, it investigated whether pictures attached to L1 glosses or L2 glosses havemaximizing effects on vocabulary learning.79 high school learners of English were randomly assigned to L1 gloss, L2 gloss,Ll+picture gloss and L2+picture gloss and were required to read a computerized text witheleven glossed words. They were given three vocabulary recognition post tests immediatelyafter reading and two weeks later. Subjects' clicks on target words were recorded and used toverify that each subject clicked on target words. Moreover, whether there is any correlationbetween subjects click on words and their post test scores was examined.General Linear Model-GLM (MANOVA) results indicated that the group that receivedL1 gloss performed significantly better on immediate and delayed post tests than the groupthat received L2 gloss. GLM results revealed no significant differences between picturegroups and no picture groups. The retention of picture glosses and no picture glosses showeddifferent patterns of retention over time. Ll+picture group decreased their vocabulary scoresin all of the three tests over time. However, L2+picture group did not significantly increasetheir vocabulary scores in all of the three tests. Students' click on target words and theirvocabulary scores did not reveal any correlation.Findings suggest that L1 glosses are more effective than L2 glosses for vocabularylearning of high school subjects studying English as a foreign language in Turkey. However,addition of pictures to glosses can best be provided via L2+picture, but'training on how to usevisual and verbal information effectively should be given previously.