Using Input Enhancement and Output-Based Production in Writing Classes

Subject Areas :

Hamid Marashi ¹ , Alireza Rezaei ²

1 - English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran

Received: 2022-08-01 Accepted : 2022-08-26 Published : 2023-04-01

Keywords: نگارش, آموزش زبان انگلیسی, تولید بروندادمحور, بهسازی درونداد,

References:

Abadikhah, S., & Zarrabi, F. (2011). The effect of output tasks on the acquisition of English verbal morphemes. Theory and Practice in Language Studies, 1(11), 1549-1560.

Abbasian, G. R., & Yekani, N. (2014). The role of textual vs. compound input enhancement in developing grammar ability. Issues in Language Teaching, 3(1), 113-134.

Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Ed.), Attention and awareness in second language acquisition (pp. 259-99). Honolulu, HI: University of Hawaii Press.

Azizi, M., Nemati, A., & Estahbanati, N. T. (2017). Meta-cognitive awareness of writing strategy use among Iranian EFL learners and its impact on their writing performance. International Journal of English Language and Translation Studies, 5(1), 42-51.

Beilder, P. G. (2010). Writing matters. Washington DC: Coffee Town Press.

Birjandi, P., Alavi, S. M., & Najafi, K. S. (2015). Effects of unenhanced, enhanced, and elaborated input on learning English phrasal verbs. International Journal of Research Studies in Language Learning 4(1), 43-59.

Bowles, M. (2003). The effects of textual input enhancement on language learning: An online/offline study of fourth-semester Spanish students. In P. Kempchinski & P. Pineros (Eds), Theory, practice, and acquisition: Papers from the 6th Hispanic Linguistic Symposium and the 5th Conference on the Acquisition of Spanish and Portuguese (pp. 359-411). Somerville, MA: Cascadilla Press.

Casanave, C. P. (2013). Controversies in second language writing: Dilemmas and decisions in research and instruction. Ann Arbor, MI: University of Michigan Press.

Chapelle, C. (2003). English language teaching and technology: Lectures on applied linguistics in the age of information and communication technology. Philadelphia, PA: John Benjamins.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.

DeKeyser, R. M., & Sokalski, K. J. (2001). The differential role of comprehension and production practice. Language Learning, 51(1), 81-112.

Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-261). Cambridge: Cambridge University Press.

Ellis, R. (1997). Second language acquisition research and language teaching. Oxford: Oxford University Press.

Ellis, R. (2012). Language teaching research and pedagogy. West Sussex, UK: Wiley Blackwell.

Fahandezh, F., & Othman, J. (2012). An investigation into the writing strategies of Iranian EFL undergraduate learners, World Applied Sciences Journal, 18(8), 1148-1157.

Fahim, M., & Vaezi, R. (2011). Investigating the effect of visually-enhanced input on the acquisition of lexical collocations by Iranian intermediate EFL learners: A case of verb-noun lexical collocations. Journal of Language Teaching and Research, 2(3), 552-560.

Flower, L., & Hayes, J. R. (1980). The dynamics of composing: Making plans and juggling constrains. In L.W. Gregg & E.R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ: Lawrence Erlbaum Associates.

Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.

Ghaemi, H., & Bagherzadeh, H. S. (2012). The acquisition of English relative clauses by Iranian EFL learners: The impact of processing instruction and meaningful output-based instruction. Journal of Instructional and Educational Studies in the World, 2(4), 210-214.

Goudarzi, Z., & Raouf, M. M. (2012). The effect of input enhancement on collocations in reading on collocation learning and retention of EFL learners. International Educational Studies, 5(3), 247-258.

Grabe, W., & Kaplan, R. (1996). Theory and practice of writing. London: Longman.

Han, Z. H., Park, E., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.

Hedge, T. (2005). Writing. Oxford: Oxford University Press.

Hinkel, E. (2015). Effective curriculum for teaching L2 writing: Principles and techniques. London: Routledge.

Hyland, K. (2015). Teaching and researching writing. New York: Routledge.

Hyland, K. (2016).  Methods and methodologies in second language writing. System, 59, 116-125.

Izumi, Y., & Izumi, S. (2004). Investigating the effects of oral output on the learning of relative clauses in English: Issues in the psycholinguistic requirements for effective output tasks. Canadian Modern Language Review, 60(5), 587-609.

Jahan, A., & Kormos, K. (2013). The impact of textual enhancement on EFL learners’ grammatical awareness of future plans and intentions. International Journal of Applied Linguistics, 25(1), 46-66.

Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and textual enhancement of input awareness in foreign language learning (pp. 182-209). Honolulu, HI: University of Hawaii Press.

Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.

Ketabi, S., & Torabi, R. (2014). Teaching Academic Writing in Iranian EFL Classrooms: Teacher-initiated Comments or Peer-provided Feedback? Research in English Language Pedagogy, 1(2), 58-65.

Kieft, M., Rijlaarsdam, G., & van den Bergh, H. (2006). Writing as a learning tool: Testing the role of students' writing strategies. European Journal of Psychology of Education, 21(1), 17-34.

Koll, T. (2012). Better writing: Beyond periods and commas. Lanham, MD: Rowman and Little Field Education.

Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.

LaBrozzi, R. M. (2016). The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish. Language Teaching Research, 20(1), 75-91.

Lee, S. K. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57(1), 87-118.

Lee, S. K., & Huang, H. T. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 30(3), 307-331.

Lei, C. (2012). Relations among peer feedback, writing performance and writing improvement: Evidence from a writing class in China. Reflecting Education, 8(1), 10-23.

Leki, I. (2006). You cannot ignore: Graduate L2 students’ experience of and response to written feedback practices within their disciplines. In K. Hyland & F. Hyland (Eds.), Feedback in ESL writing: Contexts and issues (pp.35-58). Cambridge: Cambridge University Press.

Leow, R. P., Egi, T., Nuevo, A., & Tsai, Y. (2003). The roles of textual enhancement and type of linguistic item in adult L2 learners’ comprehension and intake. Applied Language Learning, 13(2), 1-16.

Lightbown, P., & Spada, N. (1990). Focus on form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12(5), 429-448.

Loewen, L., & Inceoglu, S. (2016). The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense. Studies in Second Language Learning and Teaching, 6(1), 89-110.

Mayén, N. R. (2013). Effects of input enhancement and visual prompts in children’s L2 acquisition of Spanish verbal morphology. ELIA, 13(1), 83-111.

Mazloomi, S., & Khabiri, M. (2016). The impact of self-assessment on language learners’ writing skill. Innovations in Education and Teaching International, 55(1), 91-100.

McCarthy, M., McCarten, J., & Sandiford, H. (2013). Touchstone (2nd ed.). Cambridge: Cambridge University Press.

McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51-68.

Meguro, Y. (2019). Textual enhancement, grammar learning, reading comprehension, and tag questions. Language Teaching Research, 23(1), 58-77.

Morgan-Short, K., & Bowden, H. W. (2006). Processing instruction and meaningful output-based instruction: Effects on second language development. Studies in Second Language Acquisition, 28(1), 31-65.

Mozaffari, S. H. (2017). Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research, 21(4), 496-516.

Nobahar, N., Tabrizi, A. R. N., & Shaghaghi, M. (2013). The effect of concept mapping on Iranian intermediate EFL learners' self-efficacy and expository writing accuracy. Theory and Practice in Language Studies, 3(11), 2117-2127.

Overstreet, M. (1998). Text enhancement and content familiarity: The focus of learner attention. Spanish Applied Linguistics, 2, 229-258.

Padang, J. S. M., & Gurning, B. (2014). Improving students’ achievement in writing descriptive text through mind mapping strategy. Register Journal of English Language Teaching of FBS-Unimed, 3, 1-11.

Raimes, A. (1983). Teaching English writing. London: Macmillan.

Rashtchi, M., & Gharanli, L. (2010). Noticing through input enhancement: Does it affect learning of the conditionals? Journal of Language and Translation, 1(1), 19-27.

Richards, J. C., & Farrell, T. S. (2011). Practice teaching: A reflective approach. Cambridge: Cambridge University Press. 

Robinson, P. (1997). Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19, 223-247.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.

Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 165-209). London: Academic Press.

Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.

Sharwood Smith, M. (1993). Input enhancement in treatment SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165-179.

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2 .Journal of Second Language Writing, 20, 286-305.

Silva, T., & Matsuda, P. K. (2002). Writing. In N. Schmidt (Ed.) An introduction to applied linguistics, (pp. 251-266). London: Arnold.

Simard, D. (2009). Differential effects of textual enhancement formats on intake. System, 37, 124-135.

Smith, M. S. (1993). Consciousness raising and the second language learner. Applied Linguistics, 2(2), 36-48.

Song, M., & Suh, B. (2008). The effects of output task types on noticing and learning of the English past counter factual conditional. System, 36(3), 295-312.

Storch, N. (2017). Peer corrective feedback in computer-mediated collaborative writing. In E. Kartchava (Ed.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 66-79). New York: Taylor and Francis.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford: Oxford University Press.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.

Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-483). Mahwah, NJ: Lawrence Erlbaum Associate.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(1), 371-91.

Toth, P. D. (2006). Processing instruction and a role for output in second language acquisition. Language Learning, 5(2), 319-385.

White, L. (1998). Getting the learners’ attention: A typographical input enhancement study. In In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 91-128). Cambridge: Cambridge University Press.

White, L., Spada, N., Lightbrown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12(4), 416-432.

Wigglesworth, G., & Storch, N. (2009). Pairs versus individual writing: Effects on fluency, complexity, and accuracy. Language Testing, 26(3), 445-466.

Wong, W. (2003). The effects of textual enhancement and simplified input on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning, 14, 109-32.

Wong, W. (2005). Input enhancement: From theory and research to the classroom. New York: McGraw Hill.