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THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION: A Modified Replication of Lee (2007) with Eye-Movement Data

Winke, Paula M.·2013·Studies in Second Language Acquisition

DOI 10.1017/s0272263112000903

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Abstract

In his 2007 study “Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students’ Reading Comprehension and Learning of Passive Form,” Lee demonstrated that learners were better able to correct written sentences that contained incorrect English passive forms after exposure to texts flooded with enhanced (versus nonenhanced) passive forms. But with enhanced forms, learners did worse on comprehension tests, which arguably demonstrated a trade-off: More attention to forms resulted in less to meaning. In this study, a conceptual replication of Lee’s using eye-movement data, I assessed how English passive construction enhancement affects English language learners’ (a) learning of the form (via pre- and posttest gains on passive construction tests) and (b) text comprehension. In contrast to Lee’s results, I found enhancement did not significantly increase form correction gain scores, nor did enhancement significantly detract from comprehension. There was no trade-off effect. Form learning and comprehension did not correlate. By recording learners’ eye movements while reading, I found enhancement significantly impacted learners’ noticing of the passive forms through longer gaze durations and rereading times. Thus, enhancement in this study functioned as intuitively and originally (Sharwood Smith, 1991, 1993) proposed; it promoted noticing, but, in this case, without further explicit instruction, it appeared to have done little else.

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Akbulut, S., Şimşek, B., Direkci, B., Koparan, B., Gülmez, M., Şimşek, E. E., & Kayır, G. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1798613
“First and foremost, it is considered a fundamental condition for learning that the learner notices the new words present in the language input and directs their attention to these elements (Leow, 2019; Schmidt, 1990; Winke, 2013).”

Authors: Winke, P. M.
Affiliations: Michigan State University (US)
Corresponding author: Winke, Paula M.
ORCID: Winke, Paula M.
Venue: Studies in Second Language Acquisition
Publisher: Cambridge University Press (CUP)
Published: 2013-06
Volume: 35
Issue: 2
Pages: 323-352
ISSN: 0272-2631 (ISSN-L)
1470-1545
DOI: 10.1017/s0272263112000903
OpenAlex: W2062813390
Cited by: 121
References: 88
Citations by year: 2026: 5 · 2025: 9 · 2024: 11 · 2023: 10 · 2022: 7 · 2021: 14 · 2020: 10 · 2019: 9 · 2018: 7 · 2017: 11 · 2016: 11 · 2015: 9 · 2014: 3 · 2013: 5
FWCI: 65.08
Type: journal article
Language: en
Open access: closed
Licence: www.cambridge.org/core/terms (unspecified, 13 d)
Locations: Studies in Second Language Acquisition (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › Subtitles and Audiovisual Media
Keywords: input enhancement, passive voice, grammar learning, reading comprehension, noticing, eye movements, gaze duration, re-reading, Korean learners of English, second language acquisition

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THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION: A Modified Replication of Lee (2007) with Eye-Movement Data

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