The effect of input enhancement and metalinguistic awareness on learning conditionals by Iranian EFL Learners
The effect of input enhancement and metalinguistic awareness on learning conditionals by Iranian EFL Learners

Summary/Abstract: This study investigated the effect of Input Enhancement (IE), Metalinguistic Awareness (MA), and Input Enhancement plus Metalinguistic Awareness (IM) on learning conditionals. The participants were 56Iranian female EFL learners in three intact classes, which were randomly assigned to IE, MA, and IMgroups. In the IE group, the targeted conditionals in four texts were typographically highlighted within their natural context. The participants in the MA group read the same texts except that the conditionals were not highlighted; instead, metalinguistic awareness on the targeted conditionals was provided. The IM group received the highlighted texts used in the IE group and the metalinguistic awareness applied in the MA group simultaneously as their treatment. Once a pre-test had been completed, the participants received four treatment sessions, after which an immediate post-tests, and, one month later, a delayed posttest were administered. The results of ANCOVA and Repeated Measure revealed that the IM group outperformed the other two groups and that none of the applied techniques had a positive effect on the durability of learning. The findings suggest that IE complemented by MA can be included in grammar courses and that teachers can use this technique in teaching grammatical structures, especially conditionals.

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