This paper describes a study exploring the effect of vocabulary glossing, L1 gloss, L2 gloss and no gloss, on L2 vocabulary learning. A total of 60 intermediate Iranian students participated in this study. They were divided into three groups: Group one in which students read a text that its new vocabularies were glossed in L1 (Persian); Group two in which new vocabularies were glossed in L2 (English) and group three with No gloss provided. Each group was going to take a vocabulary test at the end of the study based on the provided vocabulary glosses during the study. For the purpose of this research a pretest posttest design was run. The comparison between the three groups pinpointed that No glossed condition had significant difference with L1 and L2 glossing, but there was no significant difference between L1 and L2 vocabulary glossing even though the mean score in L1 glossing condition had improved more than L2 glossing condition in the posttest. It was also revealed that EFL students had positive attitude toward L1 vocabulary glossing.
International Letters of Social and Humanistic Sciences (Volume 13)