Using Input Enhancement and Output-Based Production in Writing Classes
محورهای موضوعی : Research Paper
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
کلید واژه: Writing, input enhancement, ELT, output-based production,
چکیده مقاله :
The current study adopted a qualitative-quantitative design to compare the effects of output-based production (OBP) and input enhancement (IE) as two teaching techniques on a group of EFL learners’ writing and also to seek those learners’ perceptions on the two instruction procedures. Accordingly, 65 intermediate learners were selected through convenience nonrandom sampling from among 94 students in intact classes based on their performance on a sample proficiency test (the test had already been piloted among 30 learners). These 65 learners were subsequently divided into two groups consisting of 33 learners in the OBP group and 32 in the IE group. The researchers also made sure that the learners in both groups were homogeneous in terms of their writing prior to the treatment. Next, the treatment in both groups commenced. Once the treatment was over, the researchers gave both groups the same writing posttest. The results of the statistical analysis indicated that the IE group outperformed the OBP group significantly in their writing. The participants further sat for a semi-structured interview comprising five questions about their perception regarding both instructions which demonstrated that the IE group was generally more satisfied with the course than the OBP group. The findings of this study suggest more attention to the incorporation of IE in both English language schools and pre- and in-service teacher training programs.
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.
