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This longitudinal (three-year) study was awarded an ACTFL Research Priority Grant in 2017. Two pedagogical techniques—processing instruction and computerized visual input enhancement—were compared with traditional (focus-on-form) instruction for the acquisition of the Spanish subjunctive among 62 intermediate-level students who demonstrated a low aptitude for languages as measured by the Modern Language Aptitude Test. Determining which pedagogical techniques are effective for students who struggle with foreign language grammar will enable language educators to differentiate their instruction more effectively.
