Effects of visually enhanced input, input processing and pushed output on grammar teaching

Abstract

Empirical evidence from studies investigating the output hypothesis lends at least some support to the notion that output might have beneficial effects on linguistic development in addition to- not in opposition to- the crucial role of input. This study attempts to address this issue by exploring the consequent effects of the input-output relationship and whether output, input processing or visual input enhancement can promote both the learning and retention of English. In a quasi-experimental design with three experimental and one control group, participants were presented the same linguistic item and data was collected with pre-post tests. Results reveal gains for the pushed output group; however, visually enhanced input fails to take the attention of learners to the linguistic item in the input.