The Effects of Input Modification on L2 Reading Comprehension and Incidental Vocabulary Learning

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 L2 acquisition. However, such texts can be challenging for learners to comprehend. To address this, Long (2019) 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.