Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners

Chung, Y. and Revesz, A. (2024) Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners. Language Teaching Research, 28 (2). pp. 632-653. ISSN 1477-0954 doi: 10.1177/13621688211005068

Abstract/Summary

This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in L2 grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a longitudinal design involving six treatment sessions over three weeks. The target construction was the third person singular –s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a small but positive effect for textual enhancement. We attributed the relative success of textual enhancement to a combination of factors: use of a longitudinal design, the incorporation of textual enhancement into the post-task rather than the during-task stage, age of participants, and prior knowledge.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/119003
Identification Number/DOI	10.1177/13621688211005068
Refereed	Yes
Divisions	Arts, Humanities and Social Science > School of Literature and Languages > English Language and Applied Linguistics
Publisher	Sage
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