The Impact of Using Gloss-Mediated Vocational Vocabulary Learning on the Oral Authentic Use of Vocational Vocabularies Among Iranian ESP Learners

Abstract

This quasi-experimental study intended to consider the role of using CALL-based and gloss-mediated vocational vocabulary learning and its impact on authentic oral vocabulary production. The study used five different majors (anesthesiology, software, civil engineering, architecture, and electronic science); for each major, there were two classes, so the researcher conveniently selected one class as the control group and the second class as the experimental group. Thus, five classes as the control groups (each field of study one class) and five classes as the experimental groups (each field of study one class). The total number of participants was 210, that 106 learners were in the control groups and 104 were in the experimental groups. The researchers used a pretest to select the target vocational vocabulary items. For the glossed groups, all vocational vocabulary items were taught through glosses, whereas the non-glossed groups did not receive any glosses. After the treatment session, the participants were asked to participate in the pictures description task and describe 15 pictures orally. For the first research question, an Independent Sample t-Test, and for the second research question, Two-way ANOVA was used to analyze the collected data. By reviewing the inferential statistics, the significant difference between the glossed and non-gloss conditions was revealed, it can be concluded that using multimodal glossing can lead to more authentic oral production of the L2 ESP learners. Moreover, L2 teachers can use computer-based glossing information as an L2 vocabulary learning facilitator to help learners have more authentic production.