EFFECTS OF TEXTUAL ENHANCEMENT AND TOPIC FAMILIARITY ON KOREAN EFL STUDENTS READING COMPREHENSION AND LEARNING OF PASSIVE FORM

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THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, methodology): “Because this is a partial replication of Lee ( 2007 ), we sought to score in the manner he did; however, we found his explanation of how to score idea units lacking.”
Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge (2014, background): “has directly investigated TAP in relation to L2 learning, Lightbown (2008) reviews some of the research that supports a critical link between cognitive processes engaged during L2 learning and L2 retrieval. This includes research by Trofimovich (2005) who investigated L2 learners’ ability to repeat ”
Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “Additionally, several studies have demonstrated that there could be a trade-off between learning of enhanced linguistic items and recall of unenhanced textual information (e.g. Lee, 2007; Overstreet, 1998).”
VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review (2008, background): “…saliency of form ~Leow, Egi, Nuevo, & Tsai, 2003!, simplified modification ~Wong, 2003!, opportunity of online chatting ~Ha, 2005!, and topic familiarity ~Lee, 2007; Overstreet, 1998!+ To date, accumulated findings and conclusions drawn by individual researchers are elusive+ All previous studies,…”