MODERN JOURNAL OF LANGUAGE TEACHING METHODS, vol.1, no.1, pp.38-52, 2011 (ESCI)
This article presents two different studies that were carried out to investigate the effect of textual enhancement (TE) on the immediate recognition of target form. The subjects of the studies are low-intermediate level adult Turkish EFL learners. In the first study, the control group and experiment group read the Unenhanced and the enhanced versions of a text respectively. Then, they took two different recognition tests. The difference between the mean scores of the two groups is not significant for the first test whereas it is significant for the second test. In the second study, which TE technique can be more effective for recognition was investigated in addition to investigating whether TE has effect on recognition? The study reveals that students who read the enhanced texts outperformed the students who read the unenhanced texts. However, there is not a significant difference between the performances of the three groups of students who read the different versions of the enhanced texts.