Impact of textual enhancement and input processing on syntactic development of EFL university students in Kuwait

Al-Shammari, Abbas H.; Sahiouni, Ahmad Ali

doi:10.1007/s10639-023-11799-1

Cited by 2 publications

(1 citation statement)

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“…Many empirical studies have shown inconsistent results as to the influences of textual enhancement on grammar acquisition due to methodological idiosyncrasies (Han et.al., 2008). Some of them support the hypothesis that textual enhancement has positive effects on form acquisition (Doughty, 1991;Shook, 1994;Lee, 2007;Al-Shammari & Sahiouni, 2023). Some provide evidence of the moderate effect of the enhancements on noticing but not on acquisition (Winke, 2013).…”

Section: Introductionmentioning

confidence: 59%

A review of the effect of textual enhancement on L2 learners’ grammar acquisition: An analysis of topic familiarity and TE types

Gao

2023

JLT

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The relationship between textual enhancement and L2 learners’ grammar acquisition has been widely explored by researchers, while mixed results were provided by various empirical research. This review aims to examine whether textual enhancement has a positive impact on the grammar acquisition of second language learners. Furthermore, the possible concurring moderating factors of topic familiarity and textual enhancement type are discussed in terms of their impact on form acquisition. The review concludes by acknowledging the challenges in definitively establishing the positive impact of textual enhancement on form acquisition, emphasizing the need for rigorous empirical research and critical evaluation of outcomes to enhance the integration of grammar instruction into meaning-based approaches.

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Section: Introductionmentioning

confidence: 59%

A review of the effect of textual enhancement on L2 learners’ grammar acquisition: An analysis of topic familiarity and TE types

Gao

2023

JLT

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The Effects of Input Flooding vs. Visual Input Enhancement Techniques on EFL Learners’ Grammar Uptake

Susoy,

Zarfsaz

2024

Uluslararası Türk Eğitim Bilimleri Dergisi

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The current study assessed the effects of input flooding and visual input enhancement on grammar acquisition of Turkish EFL learners. Fifty-nine Gaziosmanpasa University students, ranging in age from eighteen to twenty-four, participated in the study. The participants were randomly divided into three cohorts: input flooding, visual input enhancement, and control group. Participants were given reading passages with the same semantic content in each group. However, the reading texts in the input flooding group consisted of increased salience of the targeted structures, while visually enhanced texts drew the attention to the target structures through a range of visual input enhancement strategies, including bolding, italicizing, and underlining. Students in the control group only read the texts without any intervention and complete the accompanying exercises. The findings showed that the input flooding and visual input enhancement were statistically beneficial in boosting participants' grammar acquisition. Students in the control group did not significantly improve, in contrast to those in the input flooding and visual input enhancement groups. Furthermore, it was discovered that visual enhancement group performed better than the input flood group.

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Impact of textual enhancement and input processing on syntactic development of EFL university students in Kuwait

Cited by 2 publications

References 22 publications

A review of the effect of textual enhancement on L2 learners’ grammar acquisition: An analysis of topic familiarity and TE types

A review of the effect of textual enhancement on L2 learners’ grammar acquisition: An analysis of topic familiarity and TE types

The Effects of Input Flooding vs. Visual Input Enhancement Techniques on EFL Learners’ Grammar Uptake

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