Mixed Effects of Input Enhancement, Explicit Instruction, Corrective Feedback, and Pushed Output in an Input-Output Mapping Practice

Abstract

This investigation examined the mixed effects of visual input enhancement, explicit instruction, pushed output, and corrective feedback on noticing and intake of English conjunctive adverbs. Participants included 83 intermediate EFL students enrolled in a grammar and writing course. They were assigned to a control group (<em>n</em> = 22), explicit instruction + pushed output + explicit corrective feedback group (<em>n</em> = 25), visual input enhancement + pushed output + implicit corrective feedback group (<em>n </em>= 17), and visual input enhancement + enriched input group (<em>n</em> = 19). Design was a pretest, immediate posttest, and delayed posttest type. To assess the participants' intake of the targeted structures, 3 tests were developed. One-way ANOVA and a series of post-hoc Scheffe tests were performed on the results. Taken together, the results indicated that all the combined procedures had both positive and lasting effects on the noticing and subsequent intake of the discourse markers (conjunctive adverbs) at issue. Results, further, revealed that the effects of the mixed procedures on the rate and durability of intake of the targeted forms was differential.