The present study examined two input modification techniques, namely lexical elaboration (LE) and typographical enhancement (TE), and the combination of these two (LE & TE) to seek the difference among them as far as incidental vocabulary learning through reading is concerned. Ninety six Iranian EFL students whose reading proficiency was at…

This study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each group was presented with the input from the same…