The Effect of Input-based and Output-based Instruction on EFL Learners' Autonomy in Writing

Abstract

Abstract-The current research investigates the comparative effects of input-based and output-based taskinduced activities on EFL learners' autonomy in writing. 35 learners were homogenized out of 70 Preintermediate EFL learners. The methodology was that at first session, a task of writing -similar to the writing tasks in their book-was given to all the participants in both experimental groups of input-based and outputbased. During six treatment sessions some vocabularies related to the writing task is taught to the students. In input-based group the words are just taught and given to learners without asking them to use these words during the process of learning the lessons, but in the output-based group the teacher asks the students to produce the meaning of the words or try to use these vocabularies. At the seventh session, the same task is given to both groups as the post-test to see whether input and output-based instruction has positive effect on the results of their writing production. The writings are assessed in terms of measurements, fluency, accuracy and complexity. The data are analyzed using paired T-test. The paper concludes that output-based taskinduced activities were more effective in improving learners' autonomy in Writing.

Comparing the effectiveness of input-based and output-based activities on productive knowledge of vocabulary among pre-intermediate EFL learners

“…The results revealed that the group receiving explicit method of teaching collocations outperformed the other two groups in using collocations in sentence writing. Salimi and Shams (2016) investigated the comparative effects of input-based and output-based task induced activities on EFL learners' autonomy in writing. 35 learners were homogenized out of 70 Pre-intermediate EFL learners.…”

On the Effectiveness of Scaffolding Strategies and Task orientation on Receptive and Productive Knowledge of Lexical Collocations

“…This finding corroborates Swain's (2000) Output Hypothesis, based on which output tasks, due to their challenging nature, evoke EFL learners to process information more deeply. A number of previous studies lend support to this finding (Alavinia & Rahimi, 2019;Salimi & Shams, 2016;Vosoughi & Mehdipour, 2013;Webb, 2005). For instance, Alavinia and Rahimi (2019) and Vosoughi and Mehdipour (2013) concluded that students using productive tasks learn substantially more vocabulary compared to those using receptive tasks.…”

“…The importance of input or output tasks has been brought into light in a set of empirical studies (Alavinia & Rahimi, 2019;Hashemi Shahraki & Kassaian, 2011;Roohani, Forootanfar & Hashemian, 2017;Salimi & Shams, 2016;Vosoughi & Mehdipour, 2013;Webb, 2005). For example, Webb (2005) probed the effects of glossed sentences (as input tasks) and sentence creation (as an output task) on Japanese learners' word knowledge.…”

Girdi Hipotezi ve Monitör Modelinin Yetersizliği, Anlaşılabilir Girdilerin Operasyonel Tanımı ve “Edinme” teriminin Yanıltıcı Kullanımı Üzerine Eleştirel Bir İnceleme

“…In line with these studies, Salimi and Shams (2016) also investigated the comparative effects of input and output focused activities on L2 learners' autonomy in writing in English. There were 18 pre-intermediate female participants in each group.…”