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Levis and Muller Levis (2018) conducted an experiment with learners of English with a focus on contrastive stress. Over a three-week period, the instructors provided explicit instruction regarding contrastive stress (e.g., pointing out “lexicogrammatical patterns that are used to compare and contrast (e.g., other, first/second, on the left/right)” (p. 149) and offered auditory examples. Students practiced by producing sentences based on pictures that differed (e.g., two houses with different sizes, colors, number of stories, and number of windows, examples of which are available in their open-access publication). Pre- and post-picture descriptions were recorded, and were the basis of a listening study in which 20 undergraduate students rated the descriptions for comprehensibility and fluency from the experimental group and a control group on 9-point scales. The authors found that comprehensibility was improved in the experimental group, although fluency did not change in either group. A simple focus on contrastive stress over a relatively short time period made the speech of these learners easier to understand.