Two experiments were conducted to examine the effects of visual input enhancement (VIE) of target forms and deliberate attention on grammar learning and reading comprehension of Korean high school students. In Experiment 1, eighty-eight students read one of the three experimental texts: (i) BT (baseline text), (ii) VIE (BT with the target forms visually enhanced), and (iii) VIE-Attention (VIE with explicit instruction asking students to pay deliberate attention to both the target forms and reading comprehension). After reading, the students responded to grammar and reading comprehension tests. The results showed that only VIE-Attention promoted grammar learning, while both the VIE and VIE-Attention significantly impaired reading comprehension. In Experiment 2, an eye tracker was used in order to further probe the effects of VIE and deliberate attention. The results revealed that the VIE and VIEAttention groups fixated longer and more often than those in the BT group and that the VIE and VIE-Attention groups performed better in the grammar test and poorer on the reading comprehension test than the BT group. The present study makes significant contributions to the VIE literature since it provides the first eye movement data elucidating the effects of VIE.

I. INTRODUCTION
II. LITERATURE REVIEW
    1. Operationalizing VIE
    2. VIE and Grammar Learning
    3. VIE and Reading Comprehension
III. TWO EXPERIMENTS
    1. Experiment 1
    2. Experiment 2
IV. DISCUSSION, IMPLICATIONS, AND LIMITATIONS
    1. General Discussion
    2. Implications
    3. Limitations
REFERENCES

• Hyangsook Park(Department of English Education, Teachers College, Kyungpook National University)
• Sungmook Choi(Department of English Education, Teachers College, Kyungpook National University) corresponding author
• Minho Lee(School of Electronic Engineering, College of IT Engineering, Kyungpook National University)