The Effect of Elaborated-modified Input on Learning Multi-word Units among Korean Adult Learners of English

Understanding how English language learners acquire multiwords is important as these units play a crucial role in fluent and natural language use. Thus this study investigates the impact of elaborated-modified input on the acquisition of multi-word units (MWUs) among Korean adult learners of English. A total of 49 participants were randomly assigned to either an experimental group receiving elaborated input or a control group receiving authentic text input. The results of linear mixed model analyses revealed that both groups showed significant improvements in MWU form and meaning recall over time, but there was no significant difference between the two groups. Additionally, item-related variables such as congruency, mutual information score, and n-gram length were not found to be statistically significant predictors of correct recall performance. The findings suggest that elaborated-modified input may not be more effective than authentic input in enhancing MWU learning among Korean adult learners of English. The results of the study have implications for instructional material design, highlighting the importance of repeated contextual exposure to MWUs and prompting a reconsideration of the role of input modification in second language acquisition.