The Implications of Glossing on Vocabulary Learning among Sudanese EFL Learners

This study aims to investigate the role of different gloss types in vocabulary learning among Sudanese EFL learners. Specifically, it examines the effectiveness of both L1 (Arabic) and L2 (English) glosses in vocabulary learning among Sudanese EFL learners. The participants in the study consisted of 80 first-year students randomly selected from Sudan University of Science and Technology. The participants were enrolled in a general English language course that spanned two semesters. All participants were native Arabic speakers. Data collection involved a three-section test. Section one presented a non-glossed text, section two included L1 (Arabic) glosses, and section three featured L2 (English) glosses. Participants' scores in each section were analyzed using descriptive statistics, including mean and standard deviation. The results revealed that both Arabic and English glosses significantly enhanced vocabulary learning compared to the condition with no glosses. Furthermore, no significant difference in vocabulary acquisition was found between the use of Arabic and English glosses.