فهرس المقالات textual enhancement

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  1 - A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing
  Reza Rezvani Mohsen Khanzade
  10.30486/relp.2021.1933155.1289
  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 stud أکثر

  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. تفاصيل المقالة
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  2 - Does Intensive versus Extensive Textual Enhancement Affect L2 Development?
  Farzaneh Bahadori Mohammad Bavali Mohammad Javad Riasati Samad Mirza Suzani
  Despite the deep ocean of knowledge on language learning and teaching, the need for further proof of inconsistent data and the demand to stay updated with the context is inventible. This need inspired the present study concerning the effect of extensive versus intensive أکثر

  Despite the deep ocean of knowledge on language learning and teaching, the need for further proof of inconsistent data and the demand to stay updated with the context is inventible. This need inspired the present study concerning the effect of extensive versus intensive TEs on grammatical and lexical growth in L2 (English as a Second Language). A quasi-experimental design was applied on 61 ESL students in three intermediate groups. They were divided into two experimental groups, including an intensive TE group and an extensive TE group, and a control group to join five treatment sessions. An Oxford test was first applied, followed by an oral and a written test as the pretest. Similar versions of the oral and written tests were used as the posttest. The findings of ANOVA demonstrated a facilitative effect for intensive TEs on L2 learning. The Tukey's post hoc results showed that the intensive TE group outperformed the extensive TE group and the control group in both tests. The findings provide a deep insight of the teaching methodologies to the educational community. Prospective teachers can also consolidate their knowledge by an accurate insight into the right approach within the relevant context. تفاصيل المقالة
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  3 - Differential Impact of Sequential and Simultaneous Input Enhancement on Iranian EFL Learners’ Intake
  مهری جلالی منوچهر جعفری گهر
  This study set out to explore whether different input enhancement tasks as implicit instruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners. For this purpose, three intact classes con أکثر

  This study set out to explore whether different input enhancement tasks as implicit instruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners. For this purpose, three intact classes consisting of 75 male and female intermediate L2 learners were randomly divided into three conditions: simultaneous grammar consciousness-raising tasks (GCR, n= 22), sequential textual enhancement (TE, n= 28), and control group (CON, n= 25) that received reading comprehension passages totally free from the target structure. A grammaticality judgment test was used as the pre and posttest in order to measure the participants’ intake. Results revealed that the learners in GCR group had significantly better intake of the target structure than those in the TE group, while control group made no gain. The findings cast doubt on the usefulness of focusing on form before focusing on meaning. تفاصيل المقالة
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  4 - The Effect of Textual Enhancement Techniques on the Acquisition of Passive Form
  ایرج خوشنویس Zohreh Mikaeli
  This experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into th أکثر

  This experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into three groups; two experimental group and one comparison group. The first experimental group received passages in which the passive forms were repetitive, the second experimental group received passages in which the passive forms were underlined in different colors. The third group (comparison group) received explicit instruction of passive form with no passage. Repetition group received two texts in each session. The study followed a pre-test /treatment/ post-test design. The result indicated that both textually enhanced input, repetitive and underlined in different colors, have a statistically significant effect on the acquisition of target items than explicit instruction group. Moreover, it can be concluded that repetition can be more beneficial than underlined method of enhancement. تفاصيل المقالة
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  5 - Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice
  Ali Shafaei
  In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks a أکثر

  In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field of SLA. Therefore, the current research set out to examine the impacts of focus on form instruction via textually-enhanced reading tasks along with strategic pre-task planning on L2 learners’ grammatical development in terms of learning English passive voice. For the purpose of the study, 60 intermediate learners of English were selected and divided into two groups of thirty namely as enhanced and unenhanced. Then, each group was divided into two sub-groups of fifteen as +planning and -planning. The participants were provided with a pretest prior to the treatment, then, they were instructed via the materials chosen for the purpose of the study for ten sessions and at the end they were provided with the posttest of the study. Their performance on the pretest and posttest were analyzed to find out the possible effects of the instruction provided throughout the treatment phase. The results revealed that learners who were exposed to enhanced reading tasks along with strategic pre-task planning time outperformed the other learners. The findings of the present study can be of use for language teachers, syllabus designers, and task designers. تفاصيل المقالة