Abstract
This research aimed at comparing the effectiveness of Output-oriented and Input-oriented tasks on improving EFL learners’ vocabulary achievement. To reach their objective, the researchers ran a quasi-experimental pre-test posttest design with 64 Iranian EFL learners. After eliminating the initial differences among the participants, the Input-oriented group (IOG) received glossing tasks followed by selected reading passages, while the Output-oriented group (OOG) received gap-filling and composing/discussing tasks. Actively participating in 15 sessions of task-based vocabulary learning, both IOG and OOG performed on a vocabulary achievement test constructed and validated by the researchers (Cronbach α=.732). Despite the considerable improvement of the participants’ vocabulary knowledge, statistical findings failed to support the superiority of neither input nor output oriented tasks to make a meaningful difference in improving the Iranian EFL learners’ vocabulary achievement. Some implications and suggestions provided for further research.
Highlights
Upon the survival need for knowing vocabulary both language teachers and learners agree
The finding in this study was contradictory to a number of studies previously conducted on techniques and methods of improving English vocabulary achievement of English as a foreign language (EFL) learners
In 2014, Song and Sordegna who investigated the effectiveness of production tasks versus recognition reading tasks on incidental vocabulary learning of EFL learners reported that both treatments have significant effects on incidental vocabulary learning but this effect was in favor of output-oriented tasks
Summary
Upon the survival need for knowing vocabulary both language teachers and learners agree. According to the proponents of task-based language teaching, the uptake of vocabulary, as one of the key elements in second language learning, is enhanced by employing proper pedagogical tasks. Designing effective pedagogical tasks has always been a huge challenge for second language (L2) teachers (Saeidi, Zaferanieh, & Shatery, 2012). The positive and comparative impacts of different task types on vocabulary learning is still open to question. The fact that this debate over the effectiveness of diverse task types in promoting vocabulary uptake remains unresolved indicates is urgent and productive to conduct further research in this regard
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