Warm-Up Time: Glosses and Their Effects on Intentional Vocabulary Learning of Iranian English Language Learners

This study investigated whether using different types of glosses makes any significant difference in intentional vocabulary learning. It employed a pretest/post-test design with five treatment sessions. For this purpose, a total number of 40 Iranian EFL learners were assigned randomly into four groups, one control, and three experimental groups, to read five English passages under four different glossing conditions: text–picture (TPG), text– warm-up (TWG), text–audio (TAG) and no glosses (NOG). Then, a post-test was performed to measure their vocabulary learning scores. The findings indicated that, firstly, introducing glosses positively affects the intentional vocabulary learning scores. Then the students of the TWG outperformed compared to those of the control group and other experimental groups. Finally, there were no significant differences among other types of glossing regarding vocabulary learning scores. This finding implies that applying glossing techniques in teaching reading materials helps improve vocabulary learning compared to traditional ways.