The Impact of Typographical Input Enhancement, Gloss, and Advance Organizers on the Reading Comprehension of Iranian EFL Learners

The importance of noticing, attending to linguistic features, and focusing on linguistic input like focus-on-form and focus-on-forms have always been a contentious issue in language teaching. Consistent with this line of research, the present study aimed to investigate the impact of typographical input enhancement, gloss, and advance organizes on EFL learners' reading comprehension ability. Eighty EFL learners were chosen from Safir Language Institute in Ahvaz and were assigned to four equal groups of typographical input enhancement, gloss, advance organizer and simple-text. A Preliminary English Test (PET) of reading was utilized as pretest. Control group and the three experimental groups were instructed for eight weeks through the aforementioned techniques. Finally, an equal version of PET was used as posttest. ANCOVA was run to analyze the data. Results indicated that the advance organizer group significantly outperformed the other groups regarding their reading comprehension performances. The study has important implications for reading comprehension task analysis, task design, and task instruction and the way such information could be utilized to activate schemata and retrieve information from long-term memory.