Abstract

Vocabulary development is essential in any language proficiency, but one of the most common problems for learners is retaining learned vocabularies over time. The current study investigates the effectiveness of multimodal glossing on vocabulary retention on EFL Iraqi students. Ninety participants were randomly divided into three groups: Group A who received L2 (second language) definitions along with L1 (first language) translations, Group B who received L2 definitions with accompanying pictures, and Group C received only L2 definitions. A pre-test was provided to the three groups to assess vocabulary knowledge, followed by a treatment involving specific reading passages tailored to each group's glossing method. Finally, a post-test was administered to evaluate vocabulary retention. Statistical analyses, including two-variable variance and t-tests with a paired sample t-test, were used to examine the gathered data. The findings revealed that Group B, which received glosses that included pictures, demonstrated the highest retention rates for vocabulary.