The Effects of Collaborative and Individual Output Activities on Vocabulary Learning in an EFL Screen English Class
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The present study investigated and compared two types of output activities (completing scene descriptions and forming questions and answers) for recall and retention of target vocabulary by Korean EFL learners. The study addressed two questions: (1) are the output activities effective in vocabulary learning, and retention? and (2) does doing the activities collaboratively lead to better outcomes in target vocabulary than doing them individually? The study was conducted in five intact high-intermediate EFL classrooms. One served as a control group; two classes performed scene description activity individually or in pairs, and the other two completed forming Q & A activity either individually or collaboratively. Both post-tests and delayed post-tests (meaning recognition and recall tests) were used to measure target vocabulary knowledge. The results showed that both output activities were effective in vocabulary development, although forming Q & A activity led to significantly higher gains. The tests also indicated that not all collaborative activities were more effective than individual activities, but the success of a collaborative activity rather depended on the type of output activity. Pedagogically, the findings of the study suggest that output activities which foster more elaborate processing and higher learner engagement promote L2 vocabulary learning and retention.
Abstract
The present study investigated and compared two types of output activities (completing scene descriptions and forming questions and answers) for recall and retention of target vocabulary by Korean EFL learners. The study addressed two questions: (1) are the output activities effective in vocabulary learning, and retention? and (2) does doing the activities collaboratively lead to better outcomes in target vocabulary than doing them individually? The study was conducted in five intact high-intermediate EFL classrooms. One served as a control group; two classes performed scene description activity individually or in pairs, and the other two completed forming Q & A activity either individually or collaboratively. Both post-tests and delayed post-tests (meaning recognition and recall tests) were used to measure target vocabulary knowledge. The results showed that both output activities were effective in vocabulary development, although forming Q & A activity led to significantly higher gains. The tests also indicated that not all collaborative activities were more effective than individual activities, but the success of a collaborative activity rather depended on the type of output activity. Pedagogically, the findings of the study suggest that output activities which foster more elaborate processing and higher learner engagement promote L2 vocabulary learning and retention.
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