The impacts of visual input enhancement, semantic input enhancement, and inputflooding on L2 vocabulary among Iranian intermediate EFL learners

Abstract

In this study, 92 Iranian intermediate EFL learners (17 to 22 years) took part in 14 sessions in which they were taught L2 vocabulary through three input enhancements, i.e., visual input enhancement, semantic input enhancement, and input flooding. In fact, the selected participants were divided into three experimental groups and one control group. Using a before and after design, students were retested after 14 sessions. Indeed, at the end of the treatment, two posttests of comprehension and production of L2 vocabulary were administered. After data collection and running two One-way ANOVA tests, the results showed that all three experimental groups had better performances on their post-tests compared to their pre-tests. Furthermore, regarding the three input enhancement techniques used in this study, the findings indicated no significant difference among them so far as Iranian intermediate EFL learners’ comprehension and production of L2 vocabulary were concerned. We propose that, under supporting conditions, there can be clear benefits for EFL learners to spend time mastering L2 materials through input enhancement techniques.