Investigating the Effects of Output and Opportunity for Modified Output on Second Language Learning
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The present study aimed to investigate the effects of output and the opportunity for modified output on second language (L2) learning. Forty-five intermediate-level Korean EFL learners participated in the study. Participants were randomly assigned to a control group (i.e., non-output group) or one of two experimental groups, which differed in whether they were given an immediate opportunity to modify their output after receiving relevant input (i.e., a model text) within an output-input sequence. The study employed a pretest-posttest design, with a written story-retelling task as the treatment. A retrospective debriefing questionnaire was used to probe learners’ noticing. L2 development was measured through a recognition test, a paraphrase test, and a text completion task. Results indicated that learners who had output opportunities during the treatment significantly outperformed those who did not, as measured by the production posttests, although no significant difference was found on the recognition posttest. Additionally, the immediate opportunity to modify output following output-input activities did not significantly affect learners’ subsequent recognition or production of the targeted form. The findings are discussed in relation to the research design and existing literature, with pedagogical implications provided.
Abstract
The present study aimed to investigate the effects of output and the opportunity for modified output on second language (L2) learning. Forty-five intermediate-level Korean EFL learners participated in the study. Participants were randomly assigned to a control group (i.e., non-output group) or one of two experimental groups, which differed in whether they were given an immediate opportunity to modify their output after receiving relevant input (i.e., a model text) within an output-input sequence. The study employed a pretest-posttest design, with a written story-retelling task as the treatment. A retrospective debriefing questionnaire was used to probe learners’ noticing. L2 development was measured through a recognition test, a paraphrase test, and a text completion task. Results indicated that learners who had output opportunities during the treatment significantly outperformed those who did not, as measured by the production posttests, although no significant difference was found on the recognition posttest. Additionally, the immediate opportunity to modify output following output-input activities did not significantly affect learners’ subsequent recognition or production of the targeted form. The findings are discussed in relation to the research design and existing literature, with pedagogical implications provided.
참고문헌 (31)
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