Alsadhan, Rasha O., authorFlahive, Douglas, advisorEhlers-Zavala, Fabiola, committee memberCorrea, Maite, committee member2007-01-032007-01-032011http://hdl.handle.net/10217/48103This meta-analysis examines whether two instructional treatments would have a positive effect on grammar "noticing" and/or acquisition in an EFL/ESL context. The instructional treatments represent two examples of input enhancement: textual input enhancement and explicit rule presentation. In order to test the effect of these two treatments, I synthesized and analyzed the results of 45 study reports that addressed these two treatments and that were published between the years of 1980 and 2010. Then, I calculated the effect size of each individual study report and the average effect size of all the study reports using a fixed method meta-analysis approach. The average effect size of the textual enhancement treatment showed a low effect size (d = 0.30) while the average effect size of the explicit rule presentation treatment showed a high effect size (d = 0.93). The study offers some pedagogical implications for ESL/EFL teachers and some suggestions for future researchers.born digitalmasters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.Text