Al-Shammari, A. H., & Sahiouni, A. A. (2023). Impact of textual enhancement and input processing on syntactic development of EFL university students in Kuwait. Education and Information Technologies, 1-17. DOI: 10.1007/s10639-023-11799-1
Benati, A. (2005). The effects of PI, TI and MOI in the acquisition of English simple past tense. LanguageTeaching Research, 9, 67-93. http://dx.doi.org/10.1191/1362168805lr154oa
Benati A. (2016). Processing instruction and the acquisition of Japanese morphology and syntax. In A.
Benati & S. Yamashita (eds),
Theory, research and pedagogy in learning and teaching Japanese grammar (pp. 73-98). Palgrave Macmillan. DOI:
10.1057/978-1-137-49892-2_4
Benati, A. (2021)
. Input Processing and Processing Instruction: The Acquisition of Italian and Modern Standard Arabic. Benjamins Publishing.
https://doi.org/10.1075/bpa.11
Benati, A. (2023). The Nature, Role, and Effects of Structured Input Activities. Languages, 8(2), 135. https://doi.org/10.3390/languages8020135
Benati, S., & Angelovska, T. (2016). The effect of processing instruction on the acquisition of English simple past tense: Age and cognitive past demands.
International Review of Applied Linguistics in Language Teaching, 53(2), 249–269. DOI:
10.1515/iral-2015-0012
Benati, A., & Chan, M. (2023). Motivational factors and structured input effects on the acquisition of
English causative passive forms. Ampersand, 10. https://doi.org/10.1016/j.amper.2023.100111
Carroll, S. (2001). Input and evidence: The raw material of second language acquisition. John Benjamins. https://doi.org/10.1075/lald.25
Farley, A. (2004). Processing instruction and the Spanish subjunctive: Is explicit information needed? In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 227-239). Erlbaum.
Gass, S, M. (1997). Input, interaction and second language learner. Lawrence Erlbaum Association Inc. https://doi.org/10.4324/9780203053560
Ghasemi Torkabad, M., & Fazilatfar, A. M. (2014). Textual enhancement and input processing effects on the intake of present and past simple tenses. Procedia-Social and Behavioral Sciences, 98(6) 562-571. DOI: 10.1016/j.sbspro.2014.03.452
Jusczyk, P.W., & Klein, R.M. (2014). The nature of thought. Psychology Press.
Lee, J. F. (2004). On the generalizability, limits, and potential future directions of processing instruction research. In B. VanPatten. (Ed.), Processing instruction: Theory, research, and commentary (pp. 311-323) Erlbaum.
Lee, J. (2015). The milestones in twenty years of processing instruction research. IRAL, 53, 111–126. https://doi.org/10.1515/iral-2015-0006
Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching happen. McGraw-Hill.
McLaughlin, B.M. (1987). Theories of second language learning. Edward Arnold.
Morgan-Short, K., & Bowden, H. W. (2006). Processing instruction and meaningful output-based instruction: Effects on second language development. Studies in Second Language Acquisition, 28, 31-65. https://doi.org/10.1017/S0272263106060025
Naami, A., & Sahragard, R. (2022). The effect of field independence on processing instruction on the acquisition of English passive by Iranian EFL learners.
Instructed Second Language Acquisition, 6(1), 109–139.
https://doi.org/10.1558/isla.20078
O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Rikhtegar, O., & Gholami, J. (2015). The effects of pre- versus post-presentation input flooding via reading on the young Iranian EFL learners’ acquisition of simple past tense. English LanguageTeaching, 8(3), 80-88. DOI. 10.5539/elt. v8n3p80
Rong, L. (2022). Processing Instruction to Teach English Reflexives to ESL Learners: A Computer Delivered Study. Journal of Second Language Acquisition and Teaching (JSLAT), 28, 5-39.
Rossomondo, A. (2007). The role of lexical temporal indicators and text interaction format in the incidental acquisition of the Spanish future tense. Studies in Second Language Acquisition, 29, 39- 66. https://www.jstor.org/stable/44488644
Santamaria KD, MuÃoz ML, Atkins JL, Hobbs DR, O'Donald K. (2013). A preliminary investigation into the application of processing instruction as therapy for aphasia in Spanish speakers. Journal of Communication Disorders. 46: 338-50. DOI. 10.1016/j.jcomdis.2013.07.001
Sarkhosh, M., & Sarboland, E. (2012). Different textual enhancement formats and the intake of English past simple tense. International Journal of Linguistics, 4(2), 459-474. DOI: 10.5296/ijl.v4i2.1861
Schmitt, N. (1994). Vocabulary testing: Questions for test development with six examples of tests of vocabulary size and depth. Thai TESOL Bulletin, 6(2), 9-16.
Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: detection, search, and attention.
Psychological Review, 84, 1-66.
https://doi.org/10.1037/0033- 295X.84.1.1
Shintani, N., Li, S., & Ellis, R. (2013), Comprehension-based versus production-based grammar instruction: A meta-analysis of comparative studies.
Language Learning, 63, 296-329.
https://doi.org/10.1111/lang.12001
Suzuki, Y., Nakata, T., & Rogers, J. (2023). Optimizing input and intake processing: A role for practice and explicit learning. In Practice and Automatization in Second Language Research (pp. 39-62). Routledge.
VanPatten, B. (1990). Attending to content and form in the input: An experiment in consciousness Studies in Second Language Acquisition, 12, 287-301. DOI: 10.1017/S0272263100009177
VanPatten, B. (1996a). Input processing and grammar instruction: Theory and research. Norwood, Ablex.
VanPatten, B. (2004). Input processing in second language acquisition. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 5-31). Erlbaum.
VanPatten, B. (2007). Input processing in adult second language acquisition. In VanPatten B. and Williams, J. (Eds.), Theories in second language acquisition (pp.115-135). Erlbaum.
VanPatten, B. (2015a). Input processing in adult second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 113–134). Routledge.
VanPatten, B. (2015b). Foundations of processing instruction. IRAL, 53, 91–109. https://doi.org/10.1515/iral-2015-0005
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-243. https://www.jstor.org/stable/44487619
VanPatten, B., & Fernández, C. (2004). The long-term effects of processing instruction. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 273-289). Erlbaum.
VanPatten, B., Inclezan, D., Salazar, H., & Farly, A. P. (2009). Processing instruction and dictogloss: A study on object pronoun and word order in Spanish. Foreign Language Annals, 42, 3, 557-575. https://doi.org/10.1111/j.1944-9720.2009.01033.x
VanPatten, B., & Oikennon, S. (1996 b). Explanation vs. structured input in processing instruction. Studies in Second Language Acquisition, 18, 495-510. DOI: 10.1017/S0272263100015394
VanPatten, B., & Sanz, C. (1995). From input to output: Processing instruction and communicative tasks. In F.R. Eckman., D. Highland, P. W. Lee., J. Mileham., and R. R. Weber. (Eds.), Second language acquisition theory and pedagogy (pp.169-185). Erlbaum.
VanPatten, B., and Wong, W. (2004). Processing instruction and the French causative: Another replication. In B. VanPatten. (Ed.), Processing instruction: Theory, research, and commentary (pp.97-118). Erlbaum.
Wong, W. (2005). Input enhancement: From theory and research to the classroom. McGraw-Hill.
)