The Role of Language Coproduction in Learning English Vocabulary

Abstract

This pretest-posttest study examined the role of coproduction of language forms (i.e., collaborative output) in the acquisition of second language (L2) vocabulary. Thirty-nine low-intermediate ESL students from three intact classes were assigned to two experimental groups and one comparison group. The comparison group only received input-based instruction with no opportunities for subsequent output. The experimental groups first received input-based instruction and then performed output-based tasks either collaboratively or individually. Results indicated that learners who had opportunities for output showed greater gains of knowledge than those who were not. Learners also produced significantly more correct target English words when working collaboratively than individually. Overall, the findings provide evidence in support of the facilitative role of collaborative output in L2 vocabulary learning.