Visual Input Enhancement Research Articles

From highlight to insight, the role of visual input enhancement in vocabulary Mastery with Kahoot

This study explores the use of Kahoot, assisted by input enhancement technique, to increase the vocabulary mastery of class eight students at SMP Negeri 3 Banawa. This study was conducted through two cycles of action research. Three meetings in the first cycle applied Kahoot, assisted by the input enhancement technique with bolded underlined modified texts, while three meetings in the second cycle applied Kahoot in team mode, assisted by input enhancement by highlighted enlarged fonts of modified texts. The subject of this research consisted of twenty-six students in class D. In carrying out this research, both quantitative and qualitative data were used. The quantitative data was taken from the post-test, while the qualitative data were taken from field notes, observation sheets, interviews, and questionnaires. The quantitative data indicated that the intervention done in the second cycle successfully increased the students' vocabulary by more than 70% of the students achieving the KKM (passing grade). The qualitative data showed that the intervention done in the second cycle increased students' engagement, interaction, motivation, attention, and retention. Overall, the present study highlights the potentiality of using Kahoot assisted by visual input enhancement in collaborative learning to provide good vocabulary instruction in the classroom.

Effects of Visual Input Enhancement and Working Memory on Grammar Learning by Korean EFL Learners

Effects of Visual Input Enhancement and Working Memory on Grammar Learning by Korean EFL Learners

Effects of Visual Input Enhancement and Working Memory on Grammar Learning by Korean EFL Learners

Effects of Visual Input Enhancement and Working Memory on Grammar Learning by Korean EFL Learners

The Concurrent Contribution of Input Flooding, Visual Input Enhancement, and Consciousness-Raising Tasks to Noticing and Intake of Present Perfect Tense

The present research sought to explore the combined contribution of input flooding, visual input enhancement, and consciousness-raising tasks on noticing and intake of the present perfect tense among Iranian EFL learners. Using a nonrandomized control group pretest-posttest design, the researchers attempted to see if instruction could enhance the intake and noticing of the targeted form. To this end, through convenience sampling, 65 lower intermediate learners of English were selected. The subjects were divided into a control group (N=32) and an experimental group (N=33). The experimental subjects were exposed to the three pedagogical techniques while the control subjects did not receive the techniques. The results of the independent samples t-test showed that the experimental group who had received seven teaching interventions significantly outperformed the control group. Furthermore, the obtained results from a chi-square goodness of fit revealed that during the consciousness-raising phase of the study, the experimental participants paid attention the most to the targeted form. The pedagogical implication of the current investigation is that ESL/EFL teachers can simultaneously implement these three techniques in their classes for the learners to both notice and intake the targeted form. Another implication of this research is that material developers can apply the findings of this study in the materials they are going to develop in the future.

The Effect of Intensive Planned Focus on Form on the Implicit L2 Knowledge of Iranian EFL Learners (Research Article)

Attention to form in input now seems to have found its way into second language acquisition (SLA), and it is recommended that language learners’ consciousness be raised for language learning to occur and become intake. Input enhancement and output have received considerable attention in recent SLA as two attention-drawing devices. In the present study, we chose visual input enhancement to examine its effect on noticing and acquisition. To that end, two classes were randomly assigned to experimental and control groups. Both groups were exposed to ten different short stories for ten sessions for five weeks, but the type of exposure was different for each group. The English third person singular was highlighted for the experimental group through formatting techniques such as underlining, italicizing, and capitalising. Language learners in the experimental group were supposed to answer the questions following each short story and write a summary for it. Both groups were post tested one week after the treatment on both Noticing Test and a Written Production Test. The results of two independent t-tests showed the superiority of experimental group over the control group in noticing and learning the third person singular. Implications of the findings are discussed.

The impacts of visual input enhancement, semantic input enhancement, and inputflooding on L2 vocabulary among Iranian intermediate EFL learners

In this study, 92 Iranian intermediate EFL learners (17 to 22 years) took part in 14 sessions in which they were taught L2 vocabulary through three input enhancements, i.e., visual input enhancemen...

반복 노출과 시각적 입력 강화가 어휘 습득에 미치는 영향

This study investigated the effects of repeated encounters and visual input enhancement on vocabulary learning from reading a graded reader. A total...

Study of Visualization Methods in Korean Textbooks: Focused on the Visual Input Enhancement and Foreground

Study of Visualization Methods in Korean Textbooks: Focused on the Visual Input Enhancement and Foreground

Teaching stylistic inversion to advanced learners of English: Interaction of input manipulation and individual difference variables

Abstract While a lot of research has been conducted into the effects of different instructional techniques, little is known about how their contribution is moderated by individual (ID) difference variables. The study aimed to fill this gap by investigating the effect of three different types of input-based intervention as a function of the use of grammar learning strategies and beliefs about grammar instruction. The experimental groups received instruction in the use of stylistic inversion in English during three 45-minute segments of regularly-scheduled classes, which took the form of three types on input enhancement, i. e. visual input enhancement, aural input enhancement, and a combination of the two, whereas the control group focused on regular curricular issues. The mastery of the target features was tested on a pretest, an immediate posttest and a delayed posttest which were intended to tap both receptive and productive dimensions of explicit and implicit knowledge. The use of strategies and beliefs was measured by means of the instruments designed by one of the authors. The analysis demonstrated that although all experimental groups outperformed the control group, there were in most cases no statistically significant differences. It also turned out that grammar learning strategies and beliefs were important moderating variables, although their impact could not be fully established.

The effects of visual input enhancement on Korean high school students’ short- and long-term retention of English collocations and memory of text contents

The effects of visual input enhancement on Korean high school students’ short- and long-term retention of English collocations and memory of text contents

A study on the visualization of examples in Korean grammar textbooks - Focus on Visual Input Enhancement -

A study on the visualization of examples in Korean grammar textbooks - Focus on Visual Input Enhancement -

The Effect of Visual and Auditory Input Enhancement on Vocabulary Acquisition of Iranian EFL University Students

<p>This study was an attempt to investigate the effect of input enhancement instruction on vocabulary acquisition among Iranian university students. Moreover, the possible effect of two kinds of input enhancement (i.e., auditory and visual) was examined. To this end, 75 Iranian university students, majoring English language Teaching at Applied Science and Technology of Kurdistan University, Iran, were randomly selected. The method used in this study was quantitative research and the true experimental design. One experimental group received vocabulary instruction via visual input enhancement, and the other experimental group was taught vocabulary via auditory input enhancement. After administering the posttest, the dada was analyzed by one-way ANOVA. The findings revealed that both auditory and visual input enhanced instruction had a significant effect on the vocabulary development of Iranian EFL students. In addition, comparing the efficacy of two types of instruction, the results indicated that the effect of either visual or auditory input enhancement for both experimental EFL university students were fairly the same in Iranian EFL educational setting.</p>

The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.

The Effects of Visual and Aural Input Enhancement for Korean High School EFL Learners

This study compared the two modes of input enhancement, visual and aural, for L2 text comprehension and L2 acquisition. Input enhancement was proposed to overcome L2 learners’ limited attentional capacity for processing language form due to the primacy of meaning by expanding learners’ attention to form of the language. However, in the previous studies, the limited capacity was evidenced in aural mode whereas the effect of input enhancement was examined in written mode. The present study set the modality of input as an independent variable and examined its effect on learning the target form, English future perfect tense. Immediate posttest results from the fifty-five Korean high school students showed that visual input modality was significantly more beneficial than the aural. This between-group difference was not observed in the delayed posttest, though both conditions resulted in improvements in both posttests, in contrast to the test-only control, without inhibiting their text comprehension. The results are interpreted to mean that the enhancement in the aural mode potentially leads to longer-term learning because more attention to form is required in the aural mode in order to hold it in learners’ working memories due to the time pressed processing.

Effects of Visual Input Enhancement and Lexical Elaboration on Incidental Vocabulary Learning

Effects of Visual Input Enhancement and Lexical Elaboration on Incidental Vocabulary Learning

An Investigation of the Differential Effects of Visual Input Enhancement on the Vocabulary Learning of Iranian EFL Learners

This study investigated the effect of visual input enhancement on the vocabulary learning of Iranian EFL learners. One hundred and thirty-two EFL learners from elementary, intermediate and advanced proficiency levels were assigned to six groups, two groups at each proficiency level with one being an experimental and the other a control group. The study employed pretests, treatment reading texts, and posttests. T-test was used for the analysis of the data. The results revealed positive effects for visual input enhancement in the advanced level based on within group and between groups’ comparisons. However this positive effect was not found for the elementary and intermediate levels based on between groups’ comparisons. It was concluded that although visual input enhancement may have beneficial effects for elementary and intermediate levels, it is much more effective for the advanced EFL learners. This study may provide useful guiding principles for EFL teachers and syllabus designers.

형태초점접근법의 명시성의 정도가 중학교 영어 학습자의 관계대명사 구문 습득에 미치는 영향

This study aimed to examine the effects of three different focus-on-form (FonF) techniques (garden path, dictogloss, and visual input enhancement) on the acquisition of the English relative clauses by Korean middle school students. The three FonF techniques were chosen because they have been widely discussed in the literature as having different degrees of explicitness. It was expected that the degrees of explicitness involved with each of the three teaching techniques would have differential effects on learning. Four intact classes (n = 89) from a middle school located in Jeonbuk Province participated in this study. Each of them was randomly assigned to one of the three teaching conditions and the comparison group and underwent three sessions of treatment. The learning outcomes of the students were measured through various tasks, including a grammaticality judgment task, a sentence completion task, and a correction task. The results showed that the garden path group performed best and the dictogloss group outperformed the visual input enhancement group. Notwithstanding the short treatment sessions, the findings of this study would suggest that more explicit types of FonF techniques would be more effective in the learning of complex constructions like English relative clauses.

Visual Input Enhancement, Attention, Grammar Learning, & Reading Comprehension: An Eye Movement Study

Park, Hyangsook, Choi, Sungmook, & Lee, Minho. (2012). Visual input enhancement, attention, grammar learning, and reading comprehension: An eye movement study. English Teaching, 67(4), 241-265. Two experiments were conducted to examine the effects of visual input enhancement (VIE) of target forms and deliberate attention on grammar learning and reading comprehension of Korean high school students. In Experiment 1, eighty-eight students read one of the three experimental texts: (i) BT (baseline text), (ii) VIE (BT with the target forms visually enhanced), and (iii) VIE-Attention (VIE with explicit instruction asking students to pay deliberate attention to both the target forms and reading comprehension). After reading, the students responded to grammar and reading comprehension tests. The results showed that only VIE-Attention promoted grammar learning, while both the VIE and VIE-Attention significantly impaired reading comprehension. In Experiment 2, an eye tracker was used in order to further probe the effects of VIE and deliberate attention. The results revealed that the VIE and VIEAttention groups fixated longer and more often than those in the BT group and that the VIE and VIE-Attention groups performed better in the grammar test and poorer on the reading comprehension test than the BT group. The present study makes significant contributions to the VIE literature since it provides the first eye movement data elucidating the effects of VIE.

Learning Complex Grammar in the Virtual Classroom: A Comparison of Processing Instruction, Structured Input, Computerized Visual Input Enhancement, and Traditional Instruction

AbstractThis study investigated the effects of processing instruction (PI) and structured input (SI) on the acquisition of the subjunctive in adjectival clauses by 92 second‐semester distance learners of Spanish. Computerized visual input enhancement (VIE) was combined with PI and SI in an attempt to increase the salience of the targeted grammatical form for Web‐based delivery. VIE was operationalized as word animation of subjunctive forms. Four experimental groups (+PI +VIE, +PI ‐VIE, +SI +VIE, +SI ‐VIE) were compared with traditional instruction (TI), and the results indicate that for interpretation and production tasks, there were no signifi cant differences between TI and the experimental groups. However, for interpretation tasks on the immediate posttest, the +PI+VIE group outperformed the +SI‐VIE group. In addition, responses from the Posttreatment Questionnaire revealed that learners who received PI, with or without VIE, expressed a preference for the PI materials over their regular course materials, which fell under the TI paradigm.

VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review

Effects of pedagogical interventions with visual input enhancement on grammar learning have been investigated by a number of researchers during the past decade and a half. The present review delineates this research domain via a systematic synthesis of 16 primary studies (comprising 20 unique study samples) retrieved through an exhaustive literature search. The overall magnitude of visual input enhancement was addressed by calculating and aggregating effect sizedvalues. The results indicate that second language readers provided with enhancement-embedded texts barely outperformed those who were exposed to unenhanced texts with the same target forms flooded in them (d= 0.22). A theoretical tension between form and meaning was indicated by a small but negative effect size value for learners' meaning processing (d= −0.26). The importance of improving methodological practices in this research domain, including the reporting of statistical and treatment-related information and the counteracting of a possible publication bias, was also revealed by the synthetic analyses and is further discussed.