Textual Input Enhancement Research Articles

The Effects of Textual Input Enhancement and Inputflooding on the Comprehension and Retention of Macro/ Micro Discourse Markers Functions among Iraqi University EFL Students

Discourse markers (DMs) are essential for improving the quality of speaking and writing as well as increasing comprehension of spoken and written text. This research aims at investigating the effects of two techniques (textual input enhancement and inputflooding) on students' comprehension and retention of macro/ micro discourse markers functions. 96 EFL University students were randomly chosen from a population of 120 students. The study subjects were split into two experimental groups and one control group and they took part in 8 sessions to teach them L2 DMs, by using two techniques, i.e., textual input enhancement and inputflooding. The students are tested before and after the sessions by the comprehension test of DMs functions. The outcomes showed that all two experimental groups did better than the control group in their post-tests. Moreover, the findings indicated a significant difference in the comprehension test between the two experimental groups in favour of the textual input enhancement group. Moreover, the performance of the Textual Enhancement group on the DMs Posttest is somewhat close to its performance in the retention test. On the other hand, the statistically significant effect of the inputflooding technique on the DMs Posttest is greater than its effect on the retention test. It is recommended to use input enhancement techniques to help the EFL students to master L2 materials effectively.

A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains

AbstractThis article reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no‐treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading‐while‐listening, reading with textual input enhancement (i.e., underlining), and reading‐while‐listening plus textual input enhancement in a counterbalanced fashion. Incidental learning was assessed at the level of form recall. The findings indicated a significant effect of reading mode on the learning of collocations. Significantly more collocations were learned in reading‐while‐listening plus textual input enhancement and reading with textual input enhancement modes than in reading‐while‐listening mode. Reading‐while‐listening plus textual input enhancement, however, did not differ significantly from reading with textual input enhancement. The results also revealed that learners’ prior vocabulary knowledge and collocational congruency significantly affected learning.

INCIDENTAL LEARNING OF COLLOCATIONS FROM MEANINGFUL INPUT

AbstractThis longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: reading-only, reading-while-listening, and reading with textual input enhancement (i.e., underlining). Learning gains were measured by a form recall pretest and delayed posttest. The results showed that reading mode had a significant effect on incidental collocation learning. Reading with textual input enhancement resulted in significantly higher learning gains than the other reading modes. Reading-while-listening was also more beneficial for collocation learning than reading-only. Learners’ prior vocabulary knowledge and congruency of collocations were significant predictors of the learning gains.

The Effects of Aural and Textual Input Enhancement Through Movie Clips on the Korean EFL Students’ Learning of Parallelism Rules

The Effects of Aural and Textual Input Enhancement Through Movie Clips on the Korean EFL Students’ Learning of Parallelism Rules

Learning Vocabulary from Reading-only, Reading-while-listening, and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners

This article reports the results of two experiments which compared the effects of reading-only, reading-while-listening, and reading with textual input enhancement (i.e. underlining) on Vietnamese English as a foreign language (EFL) learners’ learning of three aspects of vocabulary knowledge: form recognition, form recall, and meaning recall. Sixty Vietnamese EFL learners (32 beginner and 28 intermediate learners) were assigned to one of three experimental conditions: reading-only, reading-while-listening, or reading with textual input enhancement. During four weeks, all learners read four graded readers in their condition groups. Tests of target words were administered three times: one week before the reading (pretests), immediately after the reading (immediate posttests), and one week after the reading (delayed posttests). To gain more insights into the learners’ perspectives, follow-up semi-structured interviews were conducted. The results showed that the three reading modes resulted in word learning gains for the three word knowledge aspects tested. However, reading with textual input enhancement resulted in significantly more vocabulary learning than reading-only, while the reading-while-listening and reading-only groups did not differ significantly. In addition, form recognition had the largest gains while form recall the smallest.

EFFECTS OF EXTERNAL AND INTERNAL ATTENTIONAL MANIPULATIONS ON SECOND LANGUAGE GRAMMAR DEVELOPMENT

AbstractThe role of attention has been central to theoretical and empirical inquiries in second language (L2) acquisition. The current eye-tracking study examined how external and internal attentional manipulations (Chun, Golomb, &Turk-Browne, 2011) promote L2 grammatical development. Participants (n= 55) were exposed to Spanish direct-object pronouns under external or internal attentional manipulations, which were implemented through textual input enhancement or structured input practice, respectively. Results for both manipulations indicated that (a) learner attentional allocation to the form was affected; (b) L2 gains were evidenced, although only the internal manipulation led to above-chance performance; and (c) L2 gains were related to attention allocated to the form under the external manipulation and to a lesser extent the internal manipulation. Overall, findings may inform theoretical perspectives on attention and elucidate cognitive processes related to L2 instruction.

A study on the comparative effect of feedback using models, textual input enhancement, and metalinguistic explanations on the use of the English articles

A study on the comparative effect of feedback using models, textual input enhancement, and metalinguistic explanations on the use of the English articles

Second Language Vocabulary Learning Through Visual and Textual Representation

Vocabulary functions as an existential foundation for language. Furthermore, vocabulary learning is one of the most problematic fields in second language learning. It has attracted cynosure of a wealth of studies in recent years. However, the fact that majority of Iranian second language (L2) learners have learnt English through traditional methods has compounded the problem. To arrive at a better understanding of this problem, this study compared the effect of visual cues versus textual input-enhancement on vocabulary learning of Iranian intermediate EFL learners. A predominantly quantitative approach, along with a quasi-experimental design, was used. 90 EFL learners were selected and, following a pre-test, were randomly assigned to two experimental groups (visual cues and textual input-enhancement) and a control group. After the treatment, a post-test was administered for all groups. Thorough analysis of the data obtained using paired t-test and one-way ANOVA, it was indicated that visual cues have a significant impact on vocabulary learning of Iranian intermediate EFL learners.

Textual Input Enhancement for Vowel Blindness: A Study with Arabic ESL Learners

This study explores the impact of textual input enhancement on the noticing and intake of English vowels by Arabic L2 learners of English. Arabic L1 speakers are known to experience vowel blindness, commonly defined as a difficulty in the textual decoding and encoding of English vowels due to an insufficient decoding of the word form. Thirty beginner ESL learners participated in a training study during which the experimental group received textual input enhancement on English vowels. Students completed a pretest and an immediate and delayed posttest. An eye‐tracker recorded students' eye fixations during the treatment phase. Results indicate that vowel blindness was significantly reduced for the experimental group who received vowel training in the form of textual input enhancement. This might be due to a longer focus on the target words as suggested by our eye‐tracking data.

An Investigation of the Role of Explicit and Implicit Instruction in Second Language Acquisition: A Case of English Embedded Question

The present study examined the facilitative effects of three types of input-based (explicit and implicit) instruction on the intake and acquisition of the English embedded questions. The participants were 105 Iranian EFL learners from four intact classes who were randomly assigned to three treatment groups of processing instruction (PI), consciousness-raising tasks (C-R), textual input enhancement (TE), and one control group (CO). A quasi-experimental design with a pretest-treatment-posttest (immediate and delayed) sequence was used. Assessment consisted of a grammar knowledge test which included interpretation and production tasks at sentence level and a timed grammaticality judgment test. The results of data analysis indicated that all treatment groups performed significantly better than the control group on the interpretation tests over time and the treatments were also effective in improving the intake of the target structure measured through grammaticality judgment test. Moreover, all types of instruction were effective in improving the learners’ production tests except the TE. Since PI was superior to other groups in all of the tests one reasonable pedagogical implication is that explicit instruction is a more effective technique in helping EFL learners to acquire target grammatical forms.

The Efficacy of Input-Based Instruction in Promoting the Acquisition of English Embedded Questions

The goal of this study was to compare the possible effects of three types of input-based instruction on the acquisition of English “WH” embedded questions. The impact of these instructions was investigated on Van Patten’s Sentence Location Principle. Participants were 105 university students in four intact classes who were randomly assigned to four conditions: processing instruction (PI), textual input enhancement (TE), consciousness-raising (C-R), and control. A quasi-experimental design with a pretest-treatment-posttest sequence was used and the participants’ acquisition of the target structure was measured using a knowledge test including interpretation and production tasks at sentence level. The results showed that both PI and C-R instructions were effective in improving the learners’ interpretation and production of the embedded questions and their effect was durable over a one month period; however, PI was superior to other instructions. Results also revealed that TE was only effective in improving interpretation of the target structure and did not have any positive impact on its production. This study provides further understanding of the effectiveness of providing learners with opportunities to focus on form and meaning in their L2.

The Impact of Textual Input Enhancement on Iranian Elementary EFL learners’ Vocabulary Intake

Nowadays, there has been a lot of emphasis on L2 vocabulary learning in the language teaching curriculum. Dueto the emergence and prevalence of growing methods in the area of second language teaching, lots of researchershave tried to take advantage of these methods in enhancing L2 learning vocabulary. Thus, the present studyinvestigated the effect of textual input enhancement as a focus on form method on Iranian EFL learners’vocabulary intake from reading. Ninety one elementary EFL learners in Tabriz Azad University participated in astudy for eight sessions. A quasi-experimental design with a randomized control and an experimental group wasused. Both groups were given five reading texts and comprehension questions to complete. While theparticipants in experimental group read the textually enhanced input through bolding, the participants in thecontrol group read the same texts without input manipulation. Multiple-choice recognition tests were used tomeasure the intake of vocabulary. The results showed a significant difference between control and experimentalgroup. The study concluded with some pedagogical implications.

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

The present study investigated the impact of textual input enhancement and explicit rule presentation on 93 Iranian EFL learners’ intake of simple past tense. Three intact general English classes in Tabriz Azad University were randomly assigned to: 1) a control group; 2) a TIE group; and 3) a TIE plus explicit rule presentation group. All participants were given 3 reading texts and comprehension questions to complete. For participants in groups 2 and 3 the input was textually enhanced through bolding. Participants in group 3 in addition had explicit rule presentation of simple past tense. Intake of simple past tense was measured through performance on a Multiple-Choice Recognition Tests. The results showed that there was a significant difference among pretest, first posttest and delayed posttest. Posttest 1 was significantly higher than posttest 2. Furthermore, TE+ rule presentation group significantly outperformed the control group in both posttest1 and posttest 2. The study concluded with some pedagogical implications.

A Few Considerations in Using Textual Input Enhancement Based on the Cognitive View

A Few Considerations in Using Textual Input Enhancement Based on the Cognitive View

The effects of input enhancement and written recall on noticing and acquisition

This study investigated the role of noticing and written recall on L2 development of the present perfect; by Korean learners. It examined (1) the effects of textual input enhancement (TIE) on (a) noticing and (b) acquisition of the English present perfect, and (2) the effects of written recall on previously noticed exemplars of the target structure on acquisition. Three Korean high school classes (N=87) were randomly assigned to (1) a control group; (2) a TIE group; or (3) a TIE plus written recall group. All participants were given reading texts and comprehension questions to complete. For participants in groups 2 and 3 the input was textually enhanced through underlining and bolding. Participants in group 3 were in addition asked to complete a reconstruction task. Noticing in the study was measured through performance on a notetaking task, and acquisition through performance on a grammaticality judgement task and fill-in-the-blank and sentence combination tasks. The results revealed that TIE affects noticing and acquisition of receptive, but not productive, knowledge of the target form. No effect was found for written recall on acquisition. The study concludes with a number of theoretical and practical implications.

Textual Input Enhancement—On the Performance of Indirect Wh-questions in EFL Classroom

Textual Input Enhancement—On the Performance of Indirect Wh-questions in EFL Classroom