earticle

영어

This study investigated the overall effects of using vocabulary gloss on Korean EFL students' L2 competence. In order to do so, a quantitative meta-analysis of 42 research findings in 15 studies was carried out to synthesize the effects of gloss by calculating mean effect sizes. Based on the result of homogeneity test (Q=241.423, df=41, p=.000), random effect model was adopted as the meta-analysis model. And then, the mean effect size was computed by using the individual effect size of the previous studies. The results revealed that using vocabulary gloss in English language teaching had the beneficial effects in general (d=.680). A statistically significant difference was also founded between the effect sizes of vocabulary (d=.940) and reading comprehension ability (d=.219) (Q=20.806, df=1, p=.000). Finally, pedagogical implications and suggestions for further studies were proposed.