Abstract:
This study aimed at investigating the effect of different types of glosses on
second-language vocabulary learning and reading comprehension. The total
number of students involved in the study is 124 university students who
were randomly divided into two groups; L1 (Arabic) gloss group and L2
(English) gloss group. Both of the groups were subjected to two main tests
(pre- and post-test), comprehension and vocabulary tests. They were also
asked to complete a students' opinion questionnaire for examining their
opinions about the uses and the types of glosses. Another questionnaire was
distributed to the university teaching staff to know their views about using
glosses to facilitate reading comprehension and vocabularyincrease.Post
the statistical analysis of the two tests, the results showed that the students'
performance has improved. The group with L1 glosses has produced
relatively higher marks than the one with L2 glosses. This result provides a
potential insight for course developers and educators to pay attention to the
question of glosses in general and glosses in L1 and L2 and the foremost
role they play in improving students reading comprehension in particular.
