DIFFERENTIAL EFFECTS OF TEXTUAL ENHANCEMENT FORMATS ON INTAKE

Abstract This study investigated the effects of textual enhancement formats (number and choice of typographical cues) on the intake of plural markers in English as a second language among grade eight native French-speaking students. An experimental reading task integrating different formats of textual enhancement into a text was created. A split-plot experimental design was used to compare the results obtained from a control group and seven experimental groups (each experimental group was exposed to a different textual enhancement format). The results suggest that the textual enhancement formats used in the experimental conditions had different impacts on the intakes produced by the participants.

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