CoChat
Sign Up
Cited by 124EFL/ESL Teaching and LearningSecond Language Acquisition and LearningSubtitles and Audiovisual Media

The DOI matches its Crossref record; 83 of the 88 references it cites were found in a registry or an index.

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
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1017/s0272263112000903

Cites

83 of 83 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Show all 88 references

Research works printed but not linked: 13

  1. Sutton, 2009, How form is enhanced in the input of introductory Spanish textbooks: The case of ser and estar
  2. Leow, 2011, Explicit language learning, 61
  3. Sachs, 2007, Conversational interaction in second language acquisition: A collection of empirical studies, 197
  4. Findlay, 1999, Vision and attention, 83
  5. Bowles, 2003, Theory, pratice, and acqusition: Papers from the 6th Hispanic Linguistics Symposium and the 5th Conference on the Acqusition of Spanish and Portuguese, 395
  6. 2001, Common European framework of reference for languages: Learning, teaching, assessment
  7. Overstreet, 1998, Text enhancement and content familiarity: The focus of learner attention, Spanish Applied Linguisitics, 2, 229
  8. De Santis, 2008, Text enhancement and the acquisition of English verbal inflection -s by L1 Haitian Creole speakers, Applied Language Learning, 18, 27
  9. Doughty, 1998, Focus on form in classroom second language acqusition, 197
  10. Jourdenais, 1995, Attention and awareness in foreign language learning, 183
  11. Kroll, 1977, Discourse across time and space. Southern California Occasional Papers in Linguistics, No. 5, 69
  12. Leeman, 1995, Attention and awareness in foreign language learning, 217
  13. Schmidt, 1995, Attention and awareness in foreign language learning, 1

Cited by

Sorted by citations

Items 101–124 of 124

Related

See all

Metadata

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review