VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review

By Sang-Ki Lee, Hung-Tzu Huang. Studies in Second Language Acquisition, 2008

214 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/a3c362f9e35054c4d0c587db0ebe187a5b1baa67

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sungmook Choi
2. Paula M. Winke
3. R. Day
4. Eun-Young Jeon
5. Hiroya Tanaka
6. Paul Stapleton

In Language and Linguistics

1. Sungmook Choi
2. Paula M. Winke
3. R. Day
4. Eun-Young Jeon

Citations in the corpus

• The effectiveness of ER on reading proficiency: A meta-analysis (2016, background): “…summary effect of corrective feedback was d = 1.16 (Russell & Spada, 2006), the effect of computer-assisted vocabulary instruction was d = 0.75 (Chiu, 2013), the effect of strategy instruction was d = 0.49 (Plonsky, 2011), and the effect of visual input enhancement was d = 0.22 (Lee & Huang, 2008).”
• THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “In the last 20 years, SLA researchers have produced an abundance of empirical studies on the cognitive and pedagogical effects of input enhancement (for reviews, see Han, Park, & Combs, 2008 ; Lee & Huang, 2008 ).”
• Processing and learning of enhanced English collocations: An eye movement study (2017, background): “During the past two decades, many empirical studies have examined the potential role of textual enhancement in L2 acquisition (for an overview, see Lee & Huang, 2008).”