This study investigated the effects of reading bilingual books on vocabulary learning. Eighty-two Chinese English as a foreign language (EFL) learners read different versions of the same text: English-only text, English text with target words glossed, English text followed by the Chinese text, and Chinese text followed by the English text. A pretest, immediate posttest, and delayed posttest were used to measure incidental vocabulary learning. The findings showed that (a) all four groups made significant gains in lexical knowledge, (b) those who read glossed text and bilingual text had significantly durable knowledge gain, (c) the participants who read glossed text or read the English version of the text before the Chinese version had significantly higher scores text in the immediate posttest than the participants who read the English-only text, and (d) the participants who read bilingual texts had significantly higher scores on the delayed posttest than those who read the English-only text.
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Previous issue date: 2019-04
endingpage:
139
identifier.doi:
10125/66752
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66752
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Methods and Materials
site_url:
/rfl/item/419
startingpage:
108
subject:
second language reading bilingual reading vocabulary learning glossing errorless learning noticing hypothesis desirable difficulties framework
title:
The effects of reading bilingual books on vocabulary learning
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