A study of differential effects of textual enhancement formats on intake

Mohammadi, Afsaneh and Abdi, Reza and Saeedakhtar, Afsaneh (2016) A study of differential effects of textual enhancement formats on intake. Masters thesis, University of Mohaghegh Ardabili.

Text (مطالعه تاثیرات مختلف انواع برجستگی متنی بر یادگیری) Afsaneh Mohammadi.pdf Download (539kB)

Abstract

According to the previous research on the effectiveness of textual enhancement formats (TE) on noticing the intended feature in the input and learning, acquisition, comprehension and intake of language learners, this study made use of two TE formats in separated and combined forms to investigate and measure their effects on the intake of phrasal verbs. This study is conducted on grade 11 native Persian-speaking students. The study was conducted in 10 sessions distributed over six weeks with a proficiency test, a pretest, an immediate posttest and a delayed posttest research design. The participants of this study were 120 female students of pre-intermediate level of a high school in Shiraz. The participants were in four intact classes; each class contained 30 students. Each class was selected as a group for the study because the researcher was not able to randomize. The intact classes were assigned to three experimental groups called the bold group, the highlight group, and two cues group (who received both TE formats in combination) and a control group. The scores of the tests were analyzed by SPSS software. The results revealed that textual enhancement affects the intake of phrasal verbs positively. Among the four groups, two cues group displayed the best performance in the immediate and the delayed posttests. Comparing the experimental and the control groups, the control group who was deprived of the enhanced texts got the lowest scores in the immediate and the delayed posttests. Keywords: Textual enhancement, intake, focus on form, noticing, reading texts, phrasal verbs

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