Textual Input Enhancement Passive Learning

One of the main concerns in any classroom research is whether grammar instruction per itself makes a positive effect in SLA and whether grammar should be taught at all or not. Due to the emergence and prevalence of growing methods in the area of second language teaching, lots of researchers have tried to take advantage of these methods in enhancing L2 grammar learning. Therefore, the present study investigated the effect of textual input enhancement (TIE) as a focus on form method on Iranian EFL learners’ passive learning from reading. 65 elementary EFL learners in Tabriz Azad University participated in a study for 10 sessions. A quasi-experimental design with a randomized control and an experimental group was used. Both groups were given eight reading texts and comprehension questions to complete. While the participants in the experimental group read the textually enhanced input in which all passive structures were bolded and enlarged, the participants in the control group read the same texts without input manipulation. Multiple-choice recognition tests were used to measure learning of passive structures. The results showed a significant positive effect of this method in enhancing passive learning. The study concluded with a number of pedagogical implications.