Despite the growing interest in incorporating textual glosses into second language (L2) reading in hypermedia and paper media, no agreements have been reached as to whether and what extent a textual gloss facilitates L2 learners’ vocabulary acquisition in hypermedia and paper media. The present study meta-analysed the overall effects of textual glosses and different glossing types (i.e. language, location, and mode) on L2 vocabulary acquisition, as well as the moderation effects on the variability of L2 vocabulary acquisition effect sizes. Based on a comprehensive search, 20 studies involving 2,291 participants that have quantitatively documented the changes of L2 vocabulary gains through a pre-and-post textual glosses design were identified and coded in order to retrieve moderator variables. The results show the following: (1) textual glossing has a medium effect on L2 vocabulary acquisition; (2) the effect of textual glosses on L2 vocabulary acquisition persists over time; (3) glossing location and glossing mode significantly impact the effect of textual glosses on L2 vocabulary acquisition but glossing language has no definite effect; and (4) outcome measure is the only moderator variable among the three influencing factors on vocabulary acquisition. These results are further discussed with reference to existing studies and theory of second language acquisition.

尽管在超级媒体和纸质媒体中将文本修饰语纳入第二语言（L2）阅读中的兴趣日益浓厚，但关于文本光泽度是否以及在何种程度上促进第二语言学习者在超媒体和纸质媒体中的词汇习得仍未达成共识。本研究荟萃分析了文字修饰语和不同修饰语类型（即语言，位置和模式）对L2词汇习得的总体影响，以及对L2词汇习得效果大小变异性的调节作用。在全面搜索的基础上，确定并编码了20个涉及2,291名参与者的研究，这些研究通过前后文本光泽度设计定量记录了L2词汇获取的变化，并进行了编码，以检索主持人变量。结果显示如下：（1）文字修饰语对二语词汇习得有中等影响；（2）文字修饰语对第二语言词汇习得的影响随着时间的推移持续存在；（3）上光位置和上光方式对文本上光对二语词汇习得的影响显着，但上光语言没有确定的作用；（4）结果量度是影响词汇习得的三个影响因素中唯一的调节变量。这些结果将参考现有的研究和第二语言习得理论进行进一步讨论。（4）结果量度是影响词汇习得的三个影响因素中唯一的调节变量。这些结果将参考现有的研究和第二语言习得理论进行进一步讨论。（4）结果量度是影响词汇习得的三个影响因素中唯一的调节变量。这些结果将参考现有的研究和第二语言习得理论进行进一步讨论。