| This study examined the use of textual enhancement in college students’ grammar learning. It aims to find out its possible effects on the students’ learning gains and the students’ perceptions toward it. Involving 58 students, the research used three instruments: questionnaire, interview and pretest posttest to get the data. Based on the questionnaire, textual enhancement was found most helpful for noticing targeted grammar and pattern and understanding the grammar in a context. The interview supported its benefit to focus on the targeted grammar structure. However, paired T-test analysis showed that the pre and posttest scores were not significantly correlated. This study argued for the use of textual enhancement to help students work with important features of the targeted grammar but it cannot guarantee their learning gains. |