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Comprehension difficulties in reading authentic texts make adaptations such as vocabulary glossing helpful. A study of forty readers in third-semester Spanish attempted to ascertain their behavior, specifically whether non-native learners of a second language who read a second language text on a computer screen access glossed vocabulary more frequently when the glosses are written in L1 or in L2. Reading a computerized Spanish-language passage containing 67 glossed items, some students could consult a translation into English and others a synonym in Spanish. Results tracked the number of items viewed in order to determine their preference. Students also responded to a number of survey questions about reading on the computer.
