{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,17]],"date-time":"2026-10-17T09:05:37Z","timestamp":1792227937317,"version":"4.4.0"},"reference-count":56,"publisher":"Cambridge University Press (CUP)","issue":"3","license":[{"start":{"date-parts":[[2008,7,16]],"date-time":"2008-07-16T00:00:00Z","timestamp":1216166400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Stud Second Lang Acquis"],"published-print":{"date-parts":[[2008,9]]},"abstract":"<jats:p>\n                    Effects of pedagogical interventions with visual input enhancement on grammar learning have been investigated by a number of researchers during the past decade and a half. The present review delineates this research domain via a systematic synthesis of 16 primary studies (comprising 20 unique study samples) retrieved through an exhaustive literature search. The overall magnitude of visual input enhancement was addressed by calculating and aggregating effect size\n                    <jats:italic>d<\/jats:italic>\n                    values. The results indicate that second language readers provided with enhancement-embedded texts barely outperformed those who were exposed to unenhanced texts with the same target forms flooded in them (\n                    <jats:italic>d<\/jats:italic>\n                    = 0.22). A theoretical tension between form and meaning was indicated by a small but negative effect size value for learners' meaning processing (\n                    <jats:italic>d<\/jats:italic>\n                    = \u22120.26). The importance of improving methodological practices in this research domain, including the reporting of statistical and treatment-related information and the counteracting of a possible publication bias, was also revealed by the synthetic analyses and is further discussed.\n                  <\/jats:p>","DOI":"10.1017\/s0272263108080479","type":"journal-article","created":{"date-parts":[[2008,7,16]],"date-time":"2008-07-16T09:58:35Z","timestamp":1216202315000},"page":"307-331","source":"Crossref","is-referenced-by-count":136,"title":["VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review"],"prefix":"10.1017","volume":"30","author":[{"given":"Sang-Ki","family":"Lee","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hung-Tzu","family":"Huang","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2008,7,16]]},"reference":[{"key":"S0272263108080479_ref055","first-page":"17","article-title":"Textual enhancement and simplified input: Effects on L2 comprehension and acquisition of non-meaningful grammatical form","volume":"13","author":"Wong","year":"2003","journal-title":"Applied Language Learning"},{"key":"S0272263108080479_ref048","unstructured":"Wijaya J. 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Unpublished doctoral dissertation, Georgetown University, Washington, DC."},{"key":"S0272263108080479_ref032","unstructured":"Pacheco J. (2004). A comparison of textual input enhancement and explicit rule presentation in secondary one English as a second language classes. Unpublished master's thesis, Concordia University, Montreal, Canada."},{"key":"S0272263108080479_ref031","unstructured":"* Overstreet M. (2002). The effects of textual enhancement on second language learner reading comprehension and form recognition. Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign."},{"key":"S0272263108080479_ref029","doi-asserted-by":"publisher","DOI":"10.1075\/lllt.13"},{"key":"S0272263108080479_ref052","unstructured":"Witten C.M. (2002). The effects of input enhancement and interactive video viewing on the development of pragmatic awareness and use in the beginning Spanish L2 classroom. 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(1988). The effects of instruction on the acquisition of relativization in English as a second language. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia."},{"key":"S0272263108080479_ref046","unstructured":"White J. (1996). An input enhancement study with ESL children: Effects on the acquisition of possessive determiners. Unpublished doctoral dissertation, McGill University, Montreal, Canada."},{"key":"S0272263108080479_ref053","unstructured":"Wong W. (2000). The effects of textual enhancement and simplified input on L2 comprehension and acquisition of non-meaningful grammatical form. 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