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Effect of Input vs. Collaborative Output Tasks on Iranian Intermediate EFL Learners’ Grammatical Accuracy and Willingness to Communicate
| Content Provider | Semantic Scholar |
|---|---|
| Author | Roohani, Ali Forootanfar, Farzaneh Hashemian, Mahmood |
| Copyright Year | 2017 |
| Abstract | This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 English grammatical structures (used to, too, enough, wish, and past tense). To this end, 50 Iranian intermediate EFL students in 2 groups (input- and collaborative output-based) participated in this study. To collect the data, a 32-item grammar test and WTC questionnaire were used as the pretests and posttests. Results of the t tests and analyses of covariance revealed that the input- and output-based tasks had a significantly positive effect on the participants’ grammatical accuracy. Moreover, the output-based instruction enhanced the participants’ WTC more than the input-based one. Findings have implications for L2 grammar pedagogy. |
| Starting Page | 71 |
| Ending Page | 92 |
| Page Count | 22 |
| File Format | PDF HTM / HTML |
| DOI | 10.22055/rals.2017.13092 |
| Alternate Webpage(s) | http://rals.scu.ac.ir/article_13092_e5d4184e703433fcf1ca09313a0ed330.pdf |
| Alternate Webpage(s) | https://doi.org/10.22055/rals.2017.13092 |
| Volume Number | 8 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
