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Autor/inn/enNamaziandost, Ehsan; Dehkordi, Elham Saberi; Shafiee, Sajad
TitelComparing the Effectiveness of Input-Based and Output-Based Activities on Productive Knowledge of Vocabulary among Pre-Intermediate EFL Learners
QuelleIn: Asian-Pacific Journal of Second and Foreign Language Education, 4 (2019), Artikel 2 (14 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2363-5169
DOI10.1186/s40862-019-0065-7
SchlagwörterEnglish (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Vocabulary Development; Comparative Analysis; Pretests Posttests; Linguistic Input; Learning Activities; Teaching Methods; Instructional Effectiveness
AbstractThe present study aimed to investigate the comparative impacts of input-based and output-based activities on vocabulary knowledge of Iranian EFL learners. To fulfil this objective, 54 intermediate EFL students out of 70 from a private language institute were chosen through administering the Oxford Quick Placement Test (OQPT). The selected participants were divided into one control group (n = 18) and two experimental groups including the input-based group (n = 18) and the output-based group (n = 18). Afterwards, all three groups took a productive vocabulary test as pre-test. Then, the experimental groups received the treatment. The experimental group 1 (input-based group) received the instruction through input-based activities and the experimental group 2 (output-based group) received the instruction through output-based activities. The whole treatment lasted for 9 sessions of 50 min. After the treatment, the post-test of productive vocabulary test was administered to the all groups. Also, after two weeks, a delayed post-test was administered to the learners to examine the effect of different input and output-based activities on EFL learners' vocabulary retention. The results of, one-way ANOVA, and Scheffe post hoc tests revealed that both input-based and output-based groups outperformed the control group on the post-test and delayed post-tests. However, there was not a significant difference between the performances of the experimental groups on the post-test and delayed post-tests. The findings provide further evidence that both input-based and output-based activities lead to both productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and output-based activities on vocabulary acquisition. The implications and suggestions for future research are also presented. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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