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Article published In: Language Teaching for Young Learners
Vol. 8:1 (2026) ► pp.31–58

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Textual enhancement in post-task stage reading lessons

EFL children’s knowledge of grammar and their attitudes towards the task

ORCiD logo with link | Universidad del País Vasco (UPV/EHU)
 | Universidad del País Vasco (UPV/EHU)
Published online: 14 October 2025
DOI logo with link
https://doi.org/10.1075/ltyl.25012.gar
Abstract
The importance of attention to form in second language (L2) acquisition is essential. One way to implement it implicitly in the language classroom is by using textual enhancement (TE). This study aimed to measure the impact TE has on L2 grammar development, and whether that potential impact lasts in time. Thirty one primary EFL children (ages 10-11) participated iin task-based reading lessons in their own classroom context. They were divided into two groups, a +TE group and a −TE group. The study followed a multiple-exposure design involving three task-based reading lessons with attention to form on the target structure, the third person singular –s morpheme, over the course of two weeks. Pretest-posttest development was assessed with a grammaticality judgment test. The results revealed that the children exposed to TE showed improved results, although those did not reach statistically significance. A questionnaire administered to the participants post-project revealed an overall positive attitude towards the tasks carried out, especially noted in tasks involving collaborative work.
Article outline
  • Introduction
  • Literature review
    • Child foreign language learning
    • Textual enhancement: Definition and previous research
    • Children’s attitudes towards task-based learning in collaborative work
  • The present study
    • Participants and context
    • The target feature: The third person singular -s morpheme
    • Design and procedures
    • Materials
  • Results
    • Attitude questionnaire responses
  • Discussion
  • Conclusion
  • Acknowledgements
  • References
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