Abstract
Abstract This study investigated the effects of textual enhancement formats (number and choice of typographical cues) on the intake of plural markers in English as a second language among grade eight native French-speaking students. An experimental reading task integrating different formats of textual enhancement into a text was created. A split-plot experimental design was used to compare the results obtained from a control group and seven experimental groups (each experimental group was exposed to a different textual enhancement format). The results suggest that the textual enhancement formats used in the experimental conditions had different impacts on the intakes produced by the participants.
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