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The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners

  • María Luquin ORCID logo EMAIL logo and María del Pilar García Mayo ORCID logo
Published/Copyright: February 15, 2023
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 62 Issue 4

Abstract

A key concern in L2 research and pedagogy is how learner attention can be directed to linguistic forms. Research has shown that textual enhancement (TE) facilitates the noticing of targeted L2 features, leading to cognitive processes beneficial for L2 learning. However, very few studies on TE have had children as participants. This longitudinal study investigated the extent to which TE in model texts could have an effect on the development of third person possessive pronouns (his/her) among young EFL learners. The participants, 30 dyads of 11- to 12-year-old Spanish children from three EFL classes, were randomly assigned to a control group (CG), a treatment group (TG) and a long-term treatment group (LTG). The groups were engaged in two four-stage collaborative writing cycles of 3 weeks each separated by four months. The CG, which self-corrected their own texts, was not exposed to TE, the TG was only exposed to it during the two cycles and the LTG benefitted from this technique during the two writing cycles and the period in-between. The findings revealed statistically significant differences between the LTG and the other two groups after a sustained exposure to TE, which seems to be a useful pedagogical tool to facilitate the children’s noticing of third person possessives.

Keywords: children; EFL; longitudinal design; possessive pronouns; textual enhancement
Corresponding author: María Luquin, Social and Human Sciences Department, University of Deusto – Bilbao Campus, Unibertsitate Etorbidea, 24, 48007, Bilbao, Bizkaia, Spain, E-mail:

Funding source: Spanish Ministry of Economy and Competitiveness

Award Identifier / Grant number: BES-2017-079672

Funding source: Spanish Ministry of Economy and Competitiveness, National Research Agency and European Regional Development Fund- AEI/FEDER/EU

Award Identifier / Grant number: FFI2016-74950-P

  1. Research funding: This work was supported by Spanish Ministry of Economy and Competitiveness (BES-2017-079672) and Spanish Ministry of Economy and Competitiveness, National Research Agency and European Regional Development Fund- AEI/FEDER/EU (FFI2016-74950-P).

Appendixes

Appendix 1: ‘Martine’s alarm-clock’ picture story

(Taken from Lapkin et al. 2002)

Appendix 2: ‘Martine’s alarm-clock’ model text

(Taken from Lapkin et al. 2002)

Appendix 3: ‘One more day to school’ picture story

(© Israel Azpilicueta)

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Received: 2022-09-05
Accepted: 2023-02-01
Published Online: 2023-02-15
Published in Print: 2024-11-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
  4. Comprehension of English articles by Korean learners of L2 English and L3 Spanish
  5. Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
  6. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
  7. Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
  8. The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
  9. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
  10. Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
  11. Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
  12. Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
  13. The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
  14. Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
  15. Videoed storytelling in primary education EFL: exploring trainees’ digital shift
  16. Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
  17. Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
  18. Revisiting after-class boredom via exploratory structural equation modeling
  19. Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
  20. Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
  21. Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
  22. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
  23. Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
  24. The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
  25. “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
  26. Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
  27. Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
  28. Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
  29. The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
  30. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
  31. On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
https://doi.org/10.1515/iral-2022-0176
Keywords for this article
children; EFL; longitudinal design; possessive pronouns; textual enhancement

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
  4. Comprehension of English articles by Korean learners of L2 English and L3 Spanish
  5. Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
  6. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
  7. Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
  8. The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
  9. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
  10. Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
  11. Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
  12. Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
  13. The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
  14. Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
  15. Videoed storytelling in primary education EFL: exploring trainees’ digital shift
  16. Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
  17. Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
  18. Revisiting after-class boredom via exploratory structural equation modeling
  19. Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
  20. Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
  21. Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
  22. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
  23. Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
  24. The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
  25. “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
  26. Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
  27. Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
  28. Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
  29. The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
  30. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
  31. On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
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