A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing
Subject Areas : Research in English Language Pedagogy
Reza Rezvani
1
(
Yasouj University
)
Mohsen Khanzade
2
(
Yasouj University
)
Keywords: Boldface, input enhancement, Vocabulary Noticing, textual enhancement, Emoji,
Abstract :
Research on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty students from an intact class of general English course participated in this study. During the semester, an extended paragraph from which 18 target words were perceptually enhanced using boldfacing and Emoji stickers or were left untouched was distributed to the participants using the smartphone Telegram application. After 45 minutes, they received a set of post-reading vocabulary questions through Telegram and were asked to type the answers and send them back to the examiner. The results of Repeated Measures ANOVA indicated that both textual enhancement techniques had a significantly positive effect on their vocabulary noticing. The paper discusses the findings and implications for both EFL teachers and language learning materials developers.
Alahmadi, N., & Alraddadi, B. (2020). The impact of virtual classes on second language interaction in the Saudi EFL context: A case study of Saudi undergraduate students. Arab World English Journal, 11(3), 56-72.
Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Eds.), Attention and awareness in foreign language learning (pp. 259-302). Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center.
Altman, R. (1990). Accounting for successful vocabulary development through learner introspection. Paper presented at the AILA Ninth World Conference of Applied Linguistics, Thessaloniki, Greece.
Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention. The Elementary School Journal, 112(1), 107-131.
Anderson, W., & Krathwohl, R. (20001). A taxonomy for learning, teaching, and assessing. A Revision of Blooms' Taxonomy of Learning objectives. Longman.
Anwar, N., & Sohail, M. (2014). Assessing the learning level of students through Bloom’s taxonomy in higher education in Punjab. Journal of Educational and Social Research, 4(3), 83-87.
Balcom, P., & Bouffard, P. (2015). The effect of input flooding and explicit instruction on learning adverb placement in L3 French. The Journal of Applied Linguistics, 18(2), 1-27.
Bishop, H. (2004). The Effect of typographic salience on the look-up and comprehension of unknown formulaic sequences. In N. Schmitt (eds.). Language Learning & Language Teaching (pp. 227–48). https://doi.org/10.1075/lllt.9.12bis
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. David McKay.
Chairunnisa, S., & Benedictus, A.S. (2017). Analysis of Emoji and emoticon usage in interpersonal communication of Blackberry Messenger and WhatsApp application user. Int. J. Soc. Sc. Manage. 4(2), 120-126.
Chapelle, A.C. (2013). The Encyclopedia of applied linguistics (1st ed.). Blackwell Publishing Ltd.
Cho, M., & Reinders, H. (2013). The effects of aural input enhancement on L2 acquisition. https://hdl.handle.net/10652/2393.
Danesi, M. (2017). The semiotics of Emoji: The rise of visual language in the age of the internet. Bloomsbury.
David, R., Pellini, A., Jordan, T., & Philips K. (2020). Education during the COVID-19 crisis opportunities and constraints of using EdTech in low-income countries. Research Gate. 1-10. https://doi.org/10.5281/zenodo.3750976
Doughty, C. (1991). Second language instruction does make a difference: evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13, 431-69.
Doughty, C. (1998). Acquiring Competence in a Second Language: Form and Function’ in H. Byrnes (ed.): Learning Foreign and Second Languages. Modern Language Association.
Ellis, R. (1994). The Study of second language acquisition. Oxford University Press.
Emoji research team. (2016). 2016 Emoji report. Retrieved from http://cdn.emogi.com/docs/reports/2016_emoji_report.pdf.
Eslami, Z. R., & Kung, W. T. (2016). Focus-on-form and EFL learners’ language development in synchronous computer-mediated communication: Task-based interactions. The Language Learning Journal, 44(4), 401-417.
Feldman, L., Adolfs, R., Marsella, S., Martiez, A., & Pollak, S. D. (2019). Emotional expressions reconsidered: challenges to inferring emotion from human facial movements. Psychological Science in the Public Interest. 20(1) 1–68.
Field, A. (2009). Discovering statistics using SPSS. (3rd ed.).Sage.
Gass, S. M. (2003). Input and interaction. In C. Doughty & M. H. Long (Eds.), Handbook of second Language Acquisition. Blackwell.
Ghaemi, M., & Fazilatfar A., M. (2014). Textual enhancement and input processing effects on the intake of present and past simple tenses. Procedia - Social and Behavioral Sciences, 98, 562–571.
Ghaemei, F., & Golshan, N. (2017). The impact of telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners. International Journal of Information and Communication Sciences, 5, 86-92.
Ghobadi, S., & Taki, S. (2018). Effects of telegram stickers on English vocabulary learning: Focus on Iranian EFL learners. Research in English Language Pedagogy, 6(1), 139-158.
Han, Z., Park, S. E., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.
Huang, Y. H., & Chuang, T. Y. (2016). Technology-assisted sheltered instruction: instructional streaming video in an EFL multi-purpose computer course. Computer Assisted Language Learning, 29(3), 618-637.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition, 24, 541-577.
Jahan, A., & Kormos, J. (2015). The impact of textual enhancement on EFL learners’ grammatical awareness of future plans and intentions. International Journal of Applied Linguistics. 25(1), 46-66.
Jones, C., & Waller, D. (2017). The effect of input enhancement on vocabulary learning: Is there an Impact upon receptive and productive knowledge? TESOL International Journal, 12(1), 48-62.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Eds.), Attention and awareness in foreign language learning (pp. 183-216). Second Language Teaching & Curriculum Center.
Katushemererwe, F., & Nerbonne, J. (2015). Computer-assisted language learning (CALL) in support of (re)-learning native languages: the case of Runyakitara. Computer Assisted Language Learning, 28(2), 112-129.
Kennedy, C., & Levy. M. (2008). L’italiano al telefonino: Using SMS to support beginners’ language learning. ReCALL, 20(3), 315-350.
Khoshnevis, I., & Mikaeli, Z. (2014). The effect of textual enhancement techniques on the acquisition of passive form. The Journal of Applied Linguistics, 11(5), 102-115.
Kian, S., & Gorgian, B. (2018). Effects of Input Enhancement Cues on EFL Learners' Intake of English Grammar: The case of connectors. Research in English Language Pedagogy, 6(1), 39-55.
Kim, Y-W. (2003). The acquisition of English unaccusative verbs by Korean EFL learners. English Language Teaching, 15, 203–221.
Kim, Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language. TESOL Quarterly, 40(2), 341-373.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. Proceedings of IEEE international workshop on wireless and mobile technologies in education. Vaxjo, Sweden: IEEE Computer Society, 95-98. https://doi.org/10.1109/WMTE.2002.1039227
Konrad, A., Herring, S. C., & Choi, D. (2020). Sticker and Emoji use in Facebook Messenger: Implications for graphicon change. Journal of Computer-Mediated Communication, 25, 217–235.
Krashen, S. (1977). The monitor model for second language performance. Regents.
LaBrozzi, M. A. (2014). The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish. Language Teaching Research, 3, 1-17. https://doi.org/10.1177/1362168814561903
Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57, 87-118.
Leow, R. (1997). The effects of input enhancement and text length on adult L2 readers’ comprehension and intake in second language acquisition. Applied Language Learning, 82, 151-82.
Leow, R. (2001). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84, 496-509.
Leow, R., Egi, T., Nuevo, A., & Tsai, Y. (2003). The roles of textual enhancement and type of linguistic item in adult L2 learners’ comprehension and intake in second language acquisition. Applied Language Learning, 13(2), 1-16.
Lewis, M. (1993). The lexical approach. Language Teaching Publications.
Madadi, M., & Rezvani, R. (2019). Trodden and untrodden paths: A study of cognitive processes in oral responding and questioning. Journal of Teaching Language Skills, 38, 159-187.
Madden, A., Ford, N., Miller, D., & Levy, P. (2005). Using the internet in teaching: The views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK). British Journal of Educational Technology, 36(2), 255-280.
Mclaughlin, B. (1987). Theories of second language learning. Edward Arnold.
Namaziandost, H., Rezvani, E., & Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement, and input-flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, https://doi.org/10.1080/2331186X.2020.1726606
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Okyar, H., & Cakir, A. (2019). Effects of different reading texts on vocabulary gain, use, and retention. Journal of Language and Linguistic Studies, 15(1), 111-122.
Overstreet, M. (1998). Text enhancement and content familiarity: The focus of learner attention. Spanish Applirichared Linguistics, 2, 229-58.
Pallant, J. (2007). Survival manual: A step-by-step guide to data analysis using SPSS for windows (3rd ed.). Open University Press.
Pam, P., & Karimi, L. (2016). The effect of textual enhancement technique on incidental learning of idiomatic expressions of Iranian intermediate students. Theory and Practice in Language Studies, 6, 1121-1127.
Rassaei, E. (2014). Effects of textual enhancement and input enrichment on L2 development. TESOL International Association, 6(2) 281-301.
Rezvani, R., & Zamani, G. (2017). General English through interaction for university students. Armandis.
Robinson, P. (1995). Attention, memory, and the “noticing” hypothesis. Language Learning, 45, 283-331.
Sackes, M., Trundle, K. C., & Bell, R. L. (2011). Young children’s computer skills development from kindergarten to third grade. Computers & Education, 57(2), 1698-1704.
Sarkhosh, M., Taghipour, B., & Sarkhosh, H. (2013). Differential effect of different textual enhancement formats on intake. Social and Behavioral Sciences 70, 544-559.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
Schmidt, R. W. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–26.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge University Press.
Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language. A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition, (pp. 237-326). Newbury House.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
Smith, M. (1991). Speaking to many minds: on the relevance of different types of language information for the L2 learner. Second Language Research, 7, 118-132.
Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15, 165-179.
Shook, D. J. (1994). FL/L2 reading, grammatical information, and the input-to-intake phenomenon. Applied Language Learning, 5, 57-93.
Simard, D. (2009). Differential effects of textual enhancement formats on intake. System, 37, 124-135.
Taguchi, N., & Sykes, J. M. (2013). Technology in interlanguage pragmatics research and teaching. John Benjamins Publishing.
Tahmouresi, N., Ahmadi, D., & Gholami, M. (2015). The effect of textual input enhancement on learning verbals in high-school EFL male students. International Journal of Educational Investigations. 8, 25-35.
Theodotou, E. (2010). Using computers in early years education: What are the effects on Children's development? Some suggestions concerning beneficial computer practice. International Scientific Conference. Available from https://era.teipir.gr/content/proccedings-tes.
VanPatten, B., & Williams, J. (2015). Theories in second language acquisition. Routledge.
Willis, J., & Willis, D. (1989). Collins COBUILD English course. Collins COBUILD.
Yip, V. (1995). Interlanguage and learnability: From Chinese to English. John Benjamins.
Zarei, A. A., Esfandiari, R., & Ne’man, K. (2016). The effects of input enhancement techniques on the comprehension and production of English lexical collocations. Iranian Journal of Language Issues, 2(1), 1-21.