本研究旨在探索中英文單字註解對科技大學英語低程度學生英文單字學習成效。這個實驗根據單字註解語言和位置，共有六種研究情況。研究結果顯示，針對這些學生英語單字學習，單字註解產生了全面的正面效應。然而，根據延遲後測的結果，位在文章旁邊的英文註解在長時間下效應消失地最快。另外，學生的意見調查表顯示，他們比較偏愛中文的單字註解甚於英文的單字註解。這些研究發現，單字註解形成的放鬆心情和舒適的學習環境，確實對外語單字學習有益。這些研究也發現對外語程度較低的學習者單字學習，母語的單字註解比起外語的單字註解，扮演著更重要的角色。因此，教材編撰者和台灣英語教師們應該慎重思考，如何有效果有效率地利用中文註解，增進英文程度較低的台灣學生的英文單字學習。

The present study aimed to investigate the effects of L1, and L2, and L1 + L2 glosses on English vocabulary learning for technology university students at the low-intermediate English proficiency level in Taiwan. In this study, six gloss conditions were produced in terms of gloss language and position. Results showed that overall positive effects appeared in L2 English vocabulary learning for the students. However, the results of a delayed posttest showed that the effectiveness of L2 English glosses at the side of a page significantly faded over time. In addition, an opinion questionnaire indicated that the students preferred L1 Chinese glosses to L2 English ones. The findings suggest that a relaxed state of mind and a comfortable environment created by glosses be beneficial to L2 vocabulary learning. Also, they suggest that L1 glosses play a more important role than L2 glosses in enhancing L2 vocabulary learning for lower proficiency L2 learners. In this sense, material writers of English learning and English teachers in Taiwan should take it into consideration how to effectively and efficiently use Chinese glosses to improve English vocabulary learning for Taiwanese students at the lower English proficiency level.