The Effectiveness of Pair and Individual Output Tasks on Learning of L2 Phrasal Verbs
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The present study investigates the effects of collaborative output tasks on the learning of L2 phrasal verbs (PVs). For this study, seventy-two Korean university students were divided into two groups: pair (P) and individual (I). Each group was asked to learn 16 PVs either in a cloze (C) or an editing (E) condition. The students had four learning sessions over a period of six weeks. The learning effects and retention were measured through receptive and productive tests in two posttests. The findings revealed that the P group consistently outperformed the I group, but significant differences were found only in the delayed posttests. The findings also showed that the students performed better in the C condition than in the E condition, and the differences were significant in the two posttests. The retention rates in the P were higher than in the I group. The retention rates in the E were higher than in the C condition. These findings support the superior effects of collaborative output tasks in L2 PVs learning.
Abstract
The present study investigates the effects of collaborative output tasks on the learning of L2 phrasal verbs (PVs). For this study, seventy-two Korean university students were divided into two groups: pair (P) and individual (I). Each group was asked to learn 16 PVs either in a cloze (C) or an editing (E) condition. The students had four learning sessions over a period of six weeks. The learning effects and retention were measured through receptive and productive tests in two posttests. The findings revealed that the P group consistently outperformed the I group, but significant differences were found only in the delayed posttests. The findings also showed that the students performed better in the C condition than in the E condition, and the differences were significant in the two posttests. The retention rates in the P were higher than in the I group. The retention rates in the E were higher than in the C condition. These findings support the superior effects of collaborative output tasks in L2 PVs learning.
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