The Effects of Input Modification on L2 Reading Comprehension and Incidental Vocabulary Learning
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| Title: | The Effects of Input Modification on L2 Reading Comprehension and Incidental Vocabulary Learning |
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| Language: | English |
| Authors: | Weilong Huang, Sarut Supasiraprapa |
| Source: | PASAA: Journal of Language Teaching and Learning in Thailand. 2025 71:52-83. |
| Availability: | Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1 |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, Reading Comprehension, Linguistic Input, Incidental Learning, Vocabulary Development, College Students, Foreign Countries, Reading Improvement |
| Geographic Terms: | China |
| ISSN: | 0125-2488 2287-0024 |
| Abstract: | Authentic reading texts intended for everyday communication, rather than those specifically designed for second language (L2) instruction, often provide rich, contextualized examples of natural language use that support L2acquisition. However, such texts can be challenging for learners to comprehend because of unfamiliar vocabulary and complex sentence structures. To address this, Long (2020) identified two approaches instructors can use to enhance L2 comprehension and incidental vocabulary learning through reading: "elaboration" and "modified elaboration." He further predicted that modified elaborated texts would be the most comprehensible and beneficial for incidental vocabulary learning, followed by elaborated texts and unmodified authentic texts, respectively. This study tested this prediction with 143 intermediate-level EFL university students in China, who were divided into three groups, each reading a different version of the same text: unmodified, elaborated, and modified elaborated. All groups completed the same comprehension test, and their incidental word learning was assessed through pre- and posttests. The results showed that both elaborated and modified elaborated texts significantly improved comprehension and vocabulary learning compared to the unmodified text, with no significant difference between the two elaboration methods. Theoretical and pedagogical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491540 |
| Database: | ERIC |
| Abstract: | Authentic reading texts intended for everyday communication, rather than those specifically designed for second language (L2) instruction, often provide rich, contextualized examples of natural language use that support L2acquisition. However, such texts can be challenging for learners to comprehend because of unfamiliar vocabulary and complex sentence structures. To address this, Long (2020) identified two approaches instructors can use to enhance L2 comprehension and incidental vocabulary learning through reading: "elaboration" and "modified elaboration." He further predicted that modified elaborated texts would be the most comprehensible and beneficial for incidental vocabulary learning, followed by elaborated texts and unmodified authentic texts, respectively. This study tested this prediction with 143 intermediate-level EFL university students in China, who were divided into three groups, each reading a different version of the same text: unmodified, elaborated, and modified elaborated. All groups completed the same comprehension test, and their incidental word learning was assessed through pre- and posttests. The results showed that both elaborated and modified elaborated texts significantly improved comprehension and vocabulary learning compared to the unmodified text, with no significant difference between the two elaboration methods. Theoretical and pedagogical implications are discussed. |
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| ISSN: | 0125-2488 2287-0024 |
