The Glossing Strategy and Reading Comprehension

Abstract

This current study analyzed students' perspectives on the glossing strategy in reading comprehension. A total of 62 A2-level students from Centro de Idiomas at the Universidad Tecnica de Ambato (24 males and 38 females) participated in a descriptive, and nonexperimental research. Data was collected through a survey with 19 items on a Likert scale. It was validated by Cronbach's Alpha coefficient (0,851), in a similar manner, the questionnaire was validated and approved by five experts in the field. Its validation showed an acceptance of each question with a score ranging from 0.98 to 1 in the Aiken’s V coefficient, thereby establishing their validity. Moreover, the research was based on three research questions related to the objectives. The results revealed that multimedia glosses, pictorial glosses, and textual glosses were predominantly employed due to their functionality, practical benefits, and key components. A variety of strategies were available to promote the improvement of reading comprehension. Most students preferred using lexical analysis, scanning, and identifying the purpose, among others. Additionally, learners have developed several macro-skills, such asidentifying cultural references in context, using background knowledge, and recognizing the communicative functions of texts. The results also revealed that students faced difficulties in using multiple-choice glosses or in implementing strategies such as identifying the author’s purpose or using graphics organizers. Nevertheless, the application of glosses to aid in understanding the text indicates that the glossing strategy plays a crucial role in students’ reading comprehension.