





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 4, No. 5, 2023 

www.scholink.org/ojs/index.php/elsr 

56 
 

Original Paper 

Input Enhancement on Foreign Language Vocabulary 

Acquisition: Current Status and Future Prospect 

Xinrui Cheng1* & Lin He1 

1 School of English Studies, Xi’an International Studies University, Xi’an, China 

* Xinrui Cheng, School of English Studies, Xi’an International Studies University, Xi’an, 710128, China 

 

Received: October 27, 2023   Accepted: November 14, 2023   Online Published: December 5, 2023 

doi:10.22158/elsr.v4n5p56         URL: http://dx.doi.org/10.22158/elsr.v4n5p56 

 

Abstract 

This study reviewed the empirical research on the role of input enhancement on foreign language 

vocabulary acquisition published in core journals from 2009 to 2023, from which the current status and 

future trends of the studies were analyzed. The results manifested that (1) the number of input 

enhancement research demonstrated a trend of a spiral upward development; (2) the studies used 

different types of input enhancement as independent variable to explore their effects on the acquisition 

of target vocabulary; (3) the research materials applied in input enhancement were mostly in the reading 

mode, while lacked investigation in the listening mode. Therefore, future research could further examine 

the interactive and comparative effects of input enhancement on vocabulary acquisition as well as 

enhancing vocabulary in the materials with a variety of modes. 

Keywords 

input enhancement, textual enhancement, foreign language vocabulary learning, vocabulary acquisition  

 

The dominant role of input materials on foreign language acquisition has been widely studied since 

Krashen proposed “comprehensible input”. Scholars worldwide argue that the design of input materials 

exerts an important effect on foreign language vocabulary acquisition (Wen, 2015; Wang M. & Wang C., 

2014; Boers et al., 2017; Webb, 2016). Currently, research mainly investigated the effect of input 

enhancement as an independent variable on target foreign language vocabulary acquisition as a 

dependent variable. Input enhancement is a technique which could promote learners’ attention to and 

processing of the input materials though improving the quality of input (Smith, 1993). It aims at attracting 

students’ attention to the formal features of the input by making the target language knowledge salient 

(Kim, 2006). Different means of input enhancement, including textual enhancement, input flood, and 

gloss attachment (Toomer & Elgort, 2019), etc., may yield different learning outcomes. The most 

investigated means is typographic enhancement, which modifies language forms in written text by means 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

57 
Published by SCHOLINK INC. 

of bolding, underlining, or changing fonts or colors to highlight the forms of the target language visually, 

by which it could increase the opportunity for students to notice target forms (Wong, 2007). Input flood 

is a technique of increasing the frequency of target forms in input materials (Szudarski & Conklin, 2014). 

Gloss is the addition of explanations to target forms to promote understanding and direct attention (Boers, 

2022; Chen et al., 2020). 

Given the importance of input materials, this study reviewed 28 empirical research on input enhancement 

and vocabulary acquisition published in the core journals between 2009 and 2023 from theoretical 

background, research methodology, and research findings, so as to summarize and discuss recent research 

themes and future research trends. 

 

1. Noticing Hypothesis 

In the meaning-based reading tasks, noticing occupies a primary and crucial role in incidental vocabulary 

acquisition. Laufer advocated word-focused instruction, which was derived from form-focused 

instruction in second language grammar acquisition, including Focus on Forms and Focus on Form. And 

these two types have been transferred to vocabulary instruction (Laufer, 2010). Focus on Forms is defined 

as teaching and learning individual words in non-communicative and non-authentic language tasks, that 

is, learning vocabulary in the traditional way. While Focus on Form refers to paying attention to 

vocabulary in the communicative tasks to accomplish the them, that is, incidentally acquiring vocabulary 

in real-language input environments, in which “attention” is crucial.  

Noticing Hypothesis highlights the importance of noticing in learning. It refers to the subjective 

experience of external stimuli, and is a prerequisite for the transformation of input into intake. On the 

basis of consciousness, Schmidt argued that almost all the theories of consciousness attempted to explain 

attention and the system of attracting attention. The contrast between consciousness-engaged learning 

and learning without consciousness was primarily consciousness at the noticing level. Consciousness-

engaged learning refers to the acquisition of target knowledge after noticing it, whereas learning without 

consciousness is the acquisition of target knowledge without any noticing (Schmidt, 1990). However, 

Schmidt did not believe that a foreign language could be learned only through subliminal perception. 

Although subliminal perception does exist and activate existing memory structures, but no new memory 

structures could be established because processing familiar memory structures is automatic, while 

processing new knowledge needs to take up limited cognitive resources (Schmidt, 1990). Therefore, the 

target language knowledge structures must be noticed before being integrated into memory structures 

and stored in long-term memory system. The important role of noticing in learning determines its 

important position in foreign language instruction. The goal of any pedagogical intervention is to change 

students’ focus when processing the foreign language (Smith, 1993) and to increase the possibility of 

specific linguistic features being noticed (Schmidt, 1990). An approach to distinguish various 

pedagogical philosophy lies in different noticing object, such as noticing meaning, noticing form, 

noticing form in the process of meaning-based tasks (Li Z. & Li Y., 2019). 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

58 
Published by SCHOLINK INC. 

2. Empirical Studies on Input Enhancement  

In order to analyze the research findings of input enhancement on second language vocabulary 

acquisition during the 15-year period from 2009 to 2023, two databases, Web of Science and CNKI were 

selected and concepts “visual input enhancement”, “textual enhancement”, “typographic enhancement”, 

“input flood”, “input enhancement”, and their Chinese translation were chosen as keywords for searching 

related research. And then through reading and classifying, papers not about input enhancement on 

second language vocabulary acquisition and papers focused on reviewing were eliminated, from which 

13 empirical studies were identified, and from the references in these 13 papers, a total of 28 empirical 

research papers on input enhancement were obtained. 

2.1 Characteristics of the Research Trend 

The Figure below demonstrated that the number of research on input enhancement and second language 

vocabulary acquisition basically showed a spiral upward development from 2009 to 2023. Input 

enhancement and second language vocabulary acquisition research could be roughly divided into three 

stages. The first stage is the budding stage from 2009 to 2012, and the second stage is the accelerated 

development stage in 2013-2016. But then a sudden decline could be witnessed, indicating that the 

research in this field might need a search for new hotspots and innovations after several years of stable 

development. The third stage is after 2017, from which a boom could be witnessed, especially the number 

of papers published peaked in 2022. 

 

 

Figure 1. Research Trend 

 

The right figure compared the historical development trend of input enhancement on second language 

vocabulary acquisition between papers published in Web of Science and papers published in CNKI. In 

general, the related research internationally tends to rise slowly, while the number of papers published in 

China during the last 15 years was only four. This trend indicated that the role of input enhancement in 

second language vocabulary acquisition in China has not yet been widely investigated. Nevertheless, 

taking into account the fact that textual enhancement is an effective means to improve the material for 

incidental vocabulary acquisition without taking up extra time and increasing the burden of teachers’ 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

59 
Published by SCHOLINK INC. 

teaching, scholars in China can explore whether students learning English in a classroom environment 

with Chinese as their mother tongue and English as their second language can acquire vocabulary 

independently in the enhanced condition. 

2.2 Characteristics of Various Input Enhancement Techniques 

Among the 28 studies selected, most of them investigated the function of typographic enhancement and 

frequency of occurrence in vocabulary acquisition, while very few took frequency of occurrence as an 

individual variable, which usually examined together with typographic enhancement. Another discovery 

was that some studies employed direct or indirect enhancement techniques in audiovisual input, such as 

highlighting target items in the caption as direct means and as captioning only keywords which include 

target items as indirect means. Besides, some studies have investigated the role of test announcement in 

directing attention to vocabulary. The presence or absence of test announcement had been regarded as a 

criterion for distinguishing intentional and incidental learning (Hulstijn, 2001). Test announcement 

allows students to focus their attention on unfamiliar and important vocabulary in a meaning-based 

reading task, though it does not straightly direct learners’ attention to the target words, as opposed to the 

textual reinforcement that is a more implicit means of directing attention to the target vocabulary. 

Otherwise, very few studies also investigated other input enhancement techniques such as gloss 

attachment, dynamic visual enhancement, augmenting volume, and the order of input enhancement on 

vocabulary acquisition. 

2.3 Characteristics of the Input Mode and Input Language 

Most research was conducted in the reading mode context, which included 18 studies and 7 studies used 

audiovisual materials. The techniques of enhancement in the audiovisual materials mainly encompassed 

adding captions (Montero Perez et al., 2014; Montero Perez et al., 2015; Montero Perez et al., 2018; 

Cintrón-Valentín, 2019; Majuddin et al., 2021; Puimѐge et al., 2023) and increasing the volume of target 

items (Liu, 2022). And two aforementioned means for adding captions were either implicit or explicit. In 

addition, three studies considered input enhancement as a mode and compared the effects of various input 

modes on target vocabulary acquisition. Currently examined modes were reading, reading-while-

listening, reading plus textual enhancement (Vu & Peters, 2022a; Vu & Peters, 2022b), and reading-

while-listening plus textual enhancement (Vu & Peters, 2023). Nevertheless, few considered the listening 

materials in the current empirical research comparatively. And contrastive studies between different 

modes mainly focused on reading and reading-while-listening. Therefore, future studies could investigate 

the function of input enhancement in listening mode, such as augmenting the volume of target items in 

the context of classroom instruction. Otherwise, it is worthy to compare a variety of modes, such as 

reading, listening, reading-while-listening, and captioned videos, in which input enhancement could also 

be considered as a variable. 

Four major languages of the input material studied previously were English, French, German, and 

Spanish. One meta-analytic study on the same research strand only found 2 languages studied before, 

Spanish and English (Lee & Huang, 2008). A systemic review discovered that the number of input 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

60 
Published by SCHOLINK INC. 

language has increased in recent years (Lee & Huang, 2008). However, none of these studies used 

Chinese as the second language, which should be further explored as Chinese has received more and 

more attention in the international arena. 

2.4 Characteristics of Target Vocabulary Classes 

Statistical analysis of the target vocabulary in the 28 studies disclosed that most studies targeted on 

multiword expressions (MWEs), then on words, and the remaining studies on both words and MWEs. 

The study of words principally focused on verbs, adjectives, and nouns. While the study of MWEs was 

mainly on collocations, with 10 studies using collocations as the target vocabulary, and the types of 

collocations included adjective-noun and verb-noun collocations. Currently, no studies have explored the 

effect of input enhancement on the acquisition of noun-noun collocations. Of the 16 studies whose target 

was MWEs, only two reported on the semantic transparency of word units, with one considering only 

semantically transparent MWEs (Vu & Peters, 2023), and with the other one encompassing both 

semantically transparent and semantically obscure idioms (Campillo, 2015). The former study included 

only semantically transparent word but did not demonstrate whether transparency influence the learning 

gains. The latter study found that textual enhancement facilitated the comprehension of idioms, and that 

semantically transparent idioms were more effective than semantically obscure idioms in the acquisition 

of lexical meaning knowledge, but the study indicated that transparency might not lead to higher learning 

gains in form knowledge. Nevertheless, the study had a small number of subjects and the data was not 

statistically analyzed which restricted the explanatory power. Future research could be expanded to 

investigate the similarities and differences in the effects of input enhancement on semantically 

transparent and semantically ambiguous phrases.  

There are two main reasons that the acquisition of MWEs by foreign language learners of English lags 

far behind that of native English speakers. First, most MWEs do not occur frequently in the input, and 

second, the chances for noticing the form features of MWEs are relatively low in the meaning-focused 

learning, especially those semantically transparent ones (Boers et al., 2017). However, frequency of 

occurrence is a dominant factor in vocabulary learning, in which learners could enhance the memory 

trace of the vocabulary in their long-term memory system, constantly refine the meaning, and acquire the 

pragmatic knowledge for using the vocabulary in specific context. The contextual view of vocabulary 

learning proposed that vocabulary is acquired during repeated encounters, with each encounter leaving a 

memory trace of the vocabulary and the context in which it occurs, and through encountering the 

vocabulary in different contexts, knowledge of the overlapping parts of the meaning and use is refined 

and strengthened, and finally the meaning, form as well as use knowledge of the vocabulary is stored and 

could be retrieved in hand (Elgort et al., 2017). One feature of MWEs is that the combination of several 

words may be semantically transparent or semantically ambiguous; semantically ambiguous ones might 

attract attention and require learners to guess the meaning based on the context, while semantically 

transparent ones enable students to understand the meaning, but might pose difficulties for noticing, 

processing and acquiring. Thus, most studies targeting at MWEs were determined by the nature of the 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

61 
Published by SCHOLINK INC. 

MWEs themselves. Words that are unknown to learners or words that interrupted the construction of 

general meaning of the input could generate internal salience, i.e., unfamiliarity and significance for 

comprehension induce words to be noticed, even if without any enhancement (Liu, 2013). In contrast, if 

MWEs, especially semantically transparent ones, are not enhanced, L2 learners may perceive such items 

as several words rather than as fixed phrases, and such perception might restrict learners from acquiring 

the knowledge of collocation and their use. 

2.5 The Characteristics of Vocabulary Measurement Tasks 

An analysis of the types of vocabulary measurement tasks in the studies published in the last 15 years 

revealed that the empirical studies mainly measured the effects of input enhancement on lexical form and 

meaning knowledge, with 15 studies measuring form recall, 14 studies measuring form recognition, 12 

studies measuring meaning recall, and 7 studies measuring meaning recognition. And among these 

studies, nine measured form knowledge alone, and two measured meaning knowledge alone which were 

both gloss-related studies (Zuo, 2020; Shabani & Rahimy, 2020). There were three studies considering 

eye movement data (Choi, 2016; Jung et al., 2022; Puimѐge, 2023), which provided direct statistical 

support for the role of input enhancement in directing attention, while previously, the role of noticing 

was confirmed indirectly through vocabulary form test scores. In addition, three studies conducted 

reading comprehension tests, with one being designed to measure comprehension of target idioms 

(Campillo, 2015), and with the other two to measure whether learners’ comprehension of the text was 

impaired while attention was drawn to target vocabulary form through input enhancement techniques 

(Majuddin et al., 2021; Liu, 2013). Other tests such as use recognition, morpheme recall, look-up 

behavior, phrase priming, and reaction time were only used in 1 or 2 studies. Future studies could further 

measure whether the treatment of target lexical items could enhance students’ acquisition of the use 

knowledge. And future studies could explore the impact of input enhancement on the learning of implicit 

knowledge through various sensitive measurements such as eye movement, self-paced reading, and 

vocabulary priming judgment (Toomer & Elgort, 2019). 

 

3. Discussion 

Based on the aforementioned characteristics of the 28 studies on the effects of input enhancement on 

foreign language vocabulary acquisition, this section would compare and discuss these 28 empirical 

studies and analyze them around three themes: comparative effects among different input enhancement 

techniques, interactive effects between different input enhancement techniques, and the order of input 

enhancement. 

3.1 Comparative Effects among Different Input Enhancement Techniques 

Studies on the comparative effects among various input enhancement techniques could be further divided 

into the comparison between input enhancement and no enhancement, and the comparison among various 

input enhancement techniques. The overall findings were that input enhancement indeed stimulated the 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

62 
Published by SCHOLINK INC. 

acquisition of form knowledge, meaning knowledge, and one enhancement technique resulted in more 

learning than two techniques (Toomer & Elgort, 2013; LaBrozzi & Villegas, 2020).  

Among sixteen studies focusing on this strand, only one did not measure form knowledge, and only two 

studies did not observe the higher learning gains on form knowledge (Szudarski & Conklin, 2014; 

Campillo, 2015). Six of the 16 studies reported on the effects on the acquisition of meaning knowledge, 

with one not finding any significant effect on the growth of meaning knowledge (Szudarski & Conklin, 

2014). Two studies measuring noticing revealed that input enhancement could direct attention to target 

vocabulary (Puimѐge, 2023; Choi, 2016). One study investigating the effects on reading comprehension 

discovered that gloss produced no significant effect on reading comprehension (Liu, 2013). 

The inconsistent results were mainly caused by different research participants and research designs. One 

study found no effect of input enhancement on promoting the vocabulary acquisition (Vu & Peters, 2023), 

which might result from the number of research subjects, the difficulty of the idioms themselves, and the 

test format, etc. The other study explored whether there was an effect of textual enhancement on 

vocabulary acquisition together with mechanical memorization, which found no effect (Szudarski & 

Conklin, 2014). It indicated that mechanical memorization itself exerted an impact on vocabulary 

acquisition, while additional enhancement had no further contribution to vocabulary acquisition. 

3.2 Interactive Effects between Different Input Enhancement Techniques 

For studies of interactive effects among input enhancement techniques, the focus was on demonstrating 

whether two or more techniques would promote vocabulary acquisition jointly and interactively. The 

general conclusion could be drawn from the ten related studies which disclosed the impact of input 

enhancement on the growth of form knowledge, meaning knowledge, noticing but inconsistent findings 

were witnessed. 

Of the 10 relevant studies, only two did not measure form knowledge, with one measuring meaning and 

attention (Zuo, 2020), and with the other measuring reaction time (Noethbeook & Conklin, 2021). 

Among studies targeting at form knowledge, four independent variables including textual enhancement, 

frequency of occurrence, caption, and involvement load were found to facilitate the growth of learning 

gains. Studies comparing various caption types had found that caption itself also prompted the acquisition 

of lexical form, with one study finding no significant difference in lexical form knowledge acquisition 

among different caption types (Majuddin et al., 2021), i.e., additional enhancement such as keyword 

captioning and captioning with enhanced target items did not further result in form knowledge learning. 

while two other studies found that the facilitative role of enhancement including keyword captioning, 

keyword annotation on the acquisition of form knowledge. Given the inconsistent findings, future 

research could continue to compare effects between keyword captioning and captioning with enhanced 

target items. The effect of test announcement was also found to be inconsistent in four studies, with only 

one discovering a positive impact of announcing vocabulary tasks before experiment on the acquisition 

of vocabulary form (Peters et al., 2009), which suggested that using test announcement to differentiate 

between intentional and incidental acquisition might not be an appropriate approach to achieve the goal. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

63 
Published by SCHOLINK INC. 

Seven studies measured the acquisition of vocabulary meaning knowledge, there was no agreement on 

the function of the same input enhancement techniques, such as textual enhancement and test 

announcement. Two studies targeting at the meaning knowledge acquisition with typographic 

enhancement found a significant effect in one study (Jung & Tran, 2022), but no significant effect in the 

other (Zuo, 2020). Studies on the effect of test announcement on meaning acquisition found a significant 

impact on meaning acquisition in two studies (Zuo, 2020; Montero Perez et al., 2015), while no 

significant differences in the other two research (Montero Perez et al., 2018; Peters et al., 2009). One 

study of various caption demonstrated that gloss positively influenced the acquisition of meaning 

knowledge, but keyword captioning did not have a significant impact on meaning knowledge growth 

(Montero Perez et al., 2018). 

There were only three studies also considered the retention of vocabulary knowledge, which revealed 

that input enhancement, involvement load, and captioning enabled form knowledge to retain (Majuddin 

et al., 2021; Zhou, 2010), while typographic enhancement might not promote retention of vocabulary 

knowledge (Peters, 2012). However, considering that long-term memory of vocabulary knowledge was 

more significant while few studies included the delayed posttests, it would be necessary to explore the 

effect of input enhancement on the retention of vocabulary knowledge, future research designs should 

conduct delayed posttests. It might be hard for vocabulary knowledge to retain after one or two weeks 

with typographic enhancement studied only in the cross-sectional research but not in the longitudinal 

research.  

Two studies investigated the role of typographic enhancement on attention and both found its positive 

role on noticing, as well as test announcement and the frequency of occurrence (Zuo, 2020; Jung et al., 

2022). Only one study investigated whether input enhancement could affect reading comprehension, 

which discovered a significant effect of captioning on reading comprehension, while no significant effect 

was found on reading comprehension among different types of captions (Majuddin et al., 2021). 

3.3 The Order of Input Enhancement 

There were only 2 studies comparing different sequence of input enhancement and they were both 

published in CNKI. The theoretical basis was the input processing theory (VanPattern, 1990), which 

claimed that vocabulary knowledge had multiple facets and different facets could not be learnt 

simultaneously when they were all new to a student. These two studies confirmed this theory, and one 

found that gloss given before reading texts or after reading texts significantly outperformed the group 

reading the gloss attached texts or texts with no gloss in terms of the acquisition of vocabulary form and 

meaning knowledge (Liu, 2013), suggesting that providing reading and gloss at the same time might 

divert students’ attention and disperse cognitive resources. The other study compared the form, meaning, 

and usage knowledge in different sequence of enhancement, which found the proactive interference on 

the acquisition of form and meaning knowledge (Yang M. & Yang L., 2016), i.e., the knowledge learned 

first acquired better, i.e., if the meaning was enhanced first, the learning outcome of meaning knowledge 

was better, while if the form was provided first, the acquisition of form knowledge was better; when the 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

64 
Published by SCHOLINK INC. 

form, meaning and usage were enhanced at the same time, the sequence of vocabulary acquisition 

followed the order of general principle of vocabulary acquisition, i.e., meaning first, then form, and  use 

knowledge was acquired latter.  

 

4. Conclusion of Current Status and Prospect on Future Research  

In the 28 research on the effects of input enhancement on foreign language vocabulary learning from 

2009 to 2023, the language of the research materials were mostly alphabetic languages. While the 

distance between languages might also influence the impact of input enhancement, so it is worthy of 

investigating whether learners with Chinese as the L2 respond to input enhancement differently. The 

analysis of the research characteristics revealed that the target vocabulary was mostly multiword 

expressions, but there were few studies on semantically transparent ones; the research materials were 

basically in the reading mode, but very few in the listening or audiovisual mode; the measurement of 

vocabulary knowledge focused on the growth of the vocabulary form and meaning knowledge. Given 

that input enhancement is a more implicit pedagogical tool, it may be necessary to measure implicit 

vocabulary knowledge with the help of more sensitive test formats. Finally, the analysis of the research 

themes revealed that most studies were about comparative studies between different enhancement 

techniques. Based on the above analysis, future research can be carried out in the following ways: (1) in 

terms of research design, studies could systematically investigate Chinese input materials and listening 

materials; (2) in terms of research themes, studies could investigate the interactive effects of different 

input enhancement techniques on foreign language vocabulary acquisition. 

In conclusion, input enhancement can be widely used in foreign language teaching at all levels of 

education as a means of facilitating teaching and learning without occupying extra learning time. 

 

References 

Boers, F. (2022). Glossing and vocabulary learning. Language Teaching, 55, 1-23. 

https://doi.org/10.1017/S0261444821000252 

Boers, F., Demecheleer, M., He, L., Deconinck, J., Stengers, H., & Eyckmans, J. (2017). Typographic 

enhancement of multiword units in second language text. International Journal of applied 

linguistics, 27(2), 448-469. https://doi.org/10.1017/S0261444821000252 

Choi, S. (2016) Processing and learning of enhanced English collocations: An eye movement study. 

Language Teaching Research, 1-24. https://doi.org/10.1177/1362168816653271 

Chen, H. J. H., Hsu, H. L., & Chen, Z. H. (2020). A study on the effect of adding L1 glosses in the subtitle 

of an adventure game for vocabulary learning. Interactive Learning Environments, 1-17. 

https://doi.org/10.1080/10494820.2020.1863233 

Campillo, P. S. (2015). Effect of textual enhancement on idioms: an exploratory study with Spanish 

students. Revista Española de Lingüística Aplicada, 28(1), 258-272. 

https://doi.org/10.1075/resla.28.1.12sal 

https://doi.org/10.1017/S0261444821000252


www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

65 
Published by SCHOLINK INC. 

Cintrón-Valentín, M., García-Amaya, L., & Ellis, N. C. (2019). Captioning and grammar learning in the 

L2 Spanish classroom. The Language Learning Journal, 47(4), 439-459. 

https://doi.org/10.1080/09571736.2019.1615978 

Elgort, I., Brysbaert, M., Stevens, M., & Assche, E. V. (2017). Contextual word learning during reading 

in a second language: An eye-movement study. Studies in Second Language Acquisition, 1-26. 

https://doi.org/10.1017/S0272263117000109 

Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: a reappraisal of 

elaboration, rehearsal and automaticity. Cognition and second language instruction. Cambridge: 

Cambridge University Press. https://doi.org/10.1017/CBO9781139524780.011 

Jung, J., Stainer, M., & Tran, M. H. (2022). The impact of textual enhancement and frequency 

manipulation on incidental learning of collocations from reding. Language Teaching Research, 1-

30. https://doi.org/10.1177/13621688221129994 

Kim, Y. (2006) Effects of input elaboration on vocabulary acquisition through reading by Korean learners 

of English as a foreign language. TESOL Quarterly, 40(2), 341-373. 

https://doi.org/10.2307/40264526 

Laufer, B. (2010). Form focused instruction in second language vocabulary learning. In R. Chacón-

Beltrán, C. Abello-Contesse, M. M. Torreblanca-López, & M. D. LópezJiménez (Eds.), Further 

insights into non-native vocabulary teaching and learning. Bristol: Multilingual Matters. 

https://doi.org/10.21832/9781847692900-003 

Lee, S. K., & Huang, H. T. (2008) Visual input enhancement and grammar learning: A meta-analytic 

review. Studies in Second Language Acquisition, 30, 307-331. 

https://doi.org/10.1017/S0272263108080479 

Liu, D. D. (2013). A study of presentation order of input enhancement in incidental acquisition of second 

language vocabulary acquisition. Foreign Languages and Their Teaching, 6, 33-37.  

Li, Z. Q., & Li, Y. Z. (2019) Research on second language input from the perspective of the “Noticing 

Hypothesis”. Journal of Xi’an International Studies University, 27(1), 63-67. 

https://doi.org/10.16362/j.cnki.cn61-1457/h.2019.01.013 

Liu, Z. (2022). The impact of intervention and audio-visual correspondence on lexical inferencing. 

Technology Enhanced Foreign Language Education, 27(1), 34-39.  

LaBrozzi, R., & Villegas, Á. (2020) The effects of dynamic visual enhancement and working memory 

on the recall of Spanish Vocabulary. Hispania, 2020(103), 245-258. 

https://doi.org/10.1353/hpn.2020.0035 

Montero Perez, M. et al. (2014). Effects of Captioning on Video Comprehension and Incidental 

Vocabulary Learning. Language Learning & Technology, 18(1), 118-141. 

Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned 

video: an eye-tracking study. The Modern Language Journal, 99, 308-328. 

https://doi.org/10.1111/modl.12215 

https://doi.org/10.1017/CBO9781139524780.011
https://doi.org/10.21832/9781847692900-003
https://doi.org/10.1353/hpn.2020.0035
https://doi.org/10.1111/modl.12215


www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

66 
Published by SCHOLINK INC. 

Montero Perez, M., Peters, E., & Desmet, P. (2018) Vocabulary learning through viewing video: The 

effect of two enhancement techniques. Computer Assisted Language Learning, 31, 1-26. 

https://doi.org/10.1080/09588221.2017.1375960 

Majuddin, E., Siyanova-Chanturia, A., & Boers, F. (2021) Incidental acquisition of multiword expression 

through audiovisual materials: The role of repetition and typographic enhancement. Studies in 

Second Language Acquisition, 1-24. https://doi.org/10.1017/S0272263121000036 

Northbrook, J., Allen, D., & Conklin, K. (2021) ‘Did you see that?’ - The role of repetition and 

enhancement on lexical bundle processing in English Learning materials. Applied Linguistics, 43, 

453-472. https://doi.org/10.1093/applin/amab063 

Peters, E., Hulstijn, J. H., Sercu, L., & Lutjeharms, M. (2009). Learning L2 German Vocabulary Through 

Reading: The effect of three enhancement techniques compared. Language Learning, 59(1), 113-

151. https://doi.org/10.1111/j.1467-9922.2009.00502.x 

Peters, E. (2012). Learning German formulaic sequences: The effect of two attention-drawing techniques. 

The Language learning Journal, 40(1), 65-79. https://dx.doi.org/10.1080/09571736.2012.658224 

Puimѐge, E., Montero Perez, M., & Peters, E. (2023). Promoting L2 acquisition of multiword units 

through textually enhanced audiovisual input: An eye-tracking study. Second Language Research, 

39(2), 471-492. https://doi.org/10.1177/02676583211049741 

Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 

129-158. https://doi.org/10.1093/applin/11.2.129 

Smith, M. S. (1993). Input enhancement in instructed SLA: Theoretical Bases. Studies in Second 

Language Acquisition, 15(2), 165-179. https://doi.org/10.1017/s0272263100011943 

Shabani, G., & Rahimy, P. (2020). An investigation of the effectiveness of enhancing input through 

glossing and skewing techniques on knowledge of lexical collocation. Journal of Psycholinguistic 

Research. https://doi.org/10.1007/s10936-020-09729-0 

Szudarski, P., & Conklin, K. (2014). Short- and long-term effects of rote rehearsal on ESL learners’ 

processing of L2 collocations. TESOL Quarterly, 48(4), 833-842. https://doi.org/10.1002/tesq.201 

Toomer, M., & Elgort, I. (2019). The development of implicit and explicit knowledge of collocations: A 

conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning, 1-35. 

https://doi.org/10.1111/lang.12335 

VanPattern, B. (1990). Attention to form and content in the input. Studies in Second Language 

Acquisition, 12. https://doi.org/10.1017/S0272263100009177 

Vu, D. V., & Peters, E. (2022a). Learning vocabulary from reading-only, reading-while-listening, and 

reading with textual input enhancement. Insights from Vietnamese EFL learners. RELC Journal, 1-

16. https://doi.org/10.1177/0033688220911485 

Vu, D. V., & Peters, E. (2022b). Incidental learning of collocations from meaningful input: A longitudinal 

study into three reading modes and factors that affect learning. Studies in Second Language 

Acquisition, 44(b), 685-707. https://doi.org/10.1017/S0272263121000462 

https://doi.org/10.1093/applin/amab063
https://doi.org/10.1111/j.1467-9922.2009.00502.x
https://doi.org/10.1111/lang.12335
https://doi.org/10.1017/S0272263100009177


www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 5, 2023 

67 
Published by SCHOLINK INC. 

Vu, D. V., & Peters, E. (2023). A longitudinal study on the effect of mode of reading on incidental 

collocation learning and predictors of learning gains. TESOL Quarterly, 57(1), 5-32. 

https://doi.org/10.1002/tesq.3111 

Wang, M., & Wang, C. M. (2014). The effects if alignment in continuation tasks. Modern Foreign 

Languages, 37(4), 501-512. 

Webb, S. (2016). Learning vocabulary through meaning-focused input: Replication of Elley (1989) and 

Liu & Nation (1985). Language Teaching, 49(1), 129-140. 

https://doi.org/10.1017/S0261444815000051 

Wen, Q. F. (2015). Developing a theoretical system of production-oriented approach in language 

teaching. Foreign Language Teaching and Research, 47(4), 547-558.  

Wong, W. (2007). Input enhancement: From theory and research to the classroom. New York: McGraw-

Hill Education.  

Yang, M. J., & Yang, L. J. (2016) A study on the order and attentional effects of vocabulary form and 

meaning reinforcement input. Foreign Language Education, 37(2), 56-59. 

https://doi.org/10.16362/j.cnki.cn61-1023/h.2016.02.013 

Zuo, H. S. (2020). The effects of electronic glosses on EFL learners’ noticing and retention of idioms in 

reading. Asia-Pacific Edu Res. https://doi.org/10.1007/s40299-020-00517  

Zhou, R., & Lü, L. S. (2010). A study of the effects of input augmentation and task input on English 

collocation acquisition. Modern Foreign Languages, 33(1), 81-88. 

 

https://doi.org/10.1017/S0261444815000051

