Multimedia Learning
Online Approaches to Learning Vocabulary: Teacher-Centred or Learner-Centred?
International Journal of Computer-Assisted Language Learning and Teaching
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This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011, the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010. Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation Leffa, 1992; Lomicka, 1998; Ko, 2005 and inhibition Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005, although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing-and particularly multimedia glossing-suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011.