چكيده
The ultimate purpose of the present research was to investigate the effect of textual enhancement on noticing and intake of English conditional sentences of Iranian EFL learners. The present study employed a quasi-experimental design with pre-test, treatment, and post-test design. In this study it was found that there is a positive and facilitating effect in using textual enhancement formats such as bolding, italicizing, underlining, enlarging, capitalizing and color-coding for ESL students to notice and learn English conditional sentences easier and according to the results the researcher found that, bolding format as a one of the textual enhancement formats was more effective than the underlining and italicizing formats in noticing and intake of English conditional sentences of the EFL learners. In other words, different types of textual enhancement formats had differential effect on the noticing and acquiring English conditional sentences. The population of the present study was 80 intermediate students studying English as a foreign language and it aims at answering the following question: Does the usage of TE formats (Bolding, Italicizing, Underlining, Enlarging, Capitalizing, Color-coding) help ESL learners to notice and learn English conditional sentences more easily? Accordingly, the following null hypotheses were stated, at either proving or disapproving of which this study was aimed: Textual enhancement has a significant effect on noticing English conditional sentences among EFL learners. Textual enhancement does not have a significant effect on acquiring English conditional sentences among EFL learners which was rejected with regard to the findings and results of the study. Therefore, the results of present research would be helpful for improving EFL/ESL learnersʹ knowledge of grammar. All the participants of the present study were female EFL learners and varied in age range from fifteen to thirty. Interested researchers could work on older and younger EFL/ESL learners and do the research on male EFL/ESL learners. The findings of this study are interesting for those who involved in foreign or second language teaching and testing
