Collaborative Output Tasks Research Articles

The Effectiveness of Pair and Individual Output Tasks on Learning of L2 Phrasal Verbs

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.

EFL Incidental Vocabulary Acquisition and Retention : Effects of Different Collaborative Output Tasks on Field Independent/Dependent Learners

A plethora of studies concerning second language acquisition have argued that collaborative output task, as a reading enhancement activity, is facilitative to promoting second language incidental vocabulary acquisition. However, how learner’s cognitive style indexed by field dependent (FD) or field independent (FI) mediates L2 incidental vocabulary learning and retention through collaborative output tasks in Chinese EFL context remains under-explored. Inviting a total of 120 Chinese university students as participants, this study investigated the effects of different collaborative output tasks on FI and FD Learners’ incidental vocabulary acquisition. The results showed that 1) collaborative written output task was more contributive to receptive lexical acquisition and retention for FD learners whereas FI learners were less susceptible to output collaborative task type; 2) regardless of learner’s cognitive style, collaborative written output task was superior over the oral output mode in productive lexical gains, but not in retaining lexical learning; 3) FI learners have advantages in L2 vocabulary learning, compared with their FD counterparts.

대학생 영어 학습자의 문법 학습을 위한 협력적 출력 과제 효용성 탐색 연구

대학생 영어 학습자의 문법 학습을 위한 협력적 출력 과제 효용성 탐색 연구

The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations

In this paper, a review of the role of input, output and instruction in second language acquisition is provided. Several pedagogical interventions in grammar instruction (e.g., processing instruction, input enhancement, structured output and collaborative output tasks) are presented and their effectiveness reviewed. A final and overall evaluation is provided at the end of the paper.

Effect of Input vs. Collaborative Output Tasks on Iranian Intermediate EFL Learners’ Grammatical Accuracy and Willingness to Communicate

This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 English grammatical structures (used to, too, enough, wish, and past tense). To this end, 50 Iranian intermediate EFL students in 2 groups (input- and collaborative output-based) participated in this study. To collect the data, a 32-item grammar test and WTC questionnaire were used as the pretests and posttests. Results of the t tests and analyses of covariance revealed that the input- and output-based tasks had a significantly positive effect on the participants’ grammatical accuracy. Moreover, the output-based instruction enhanced the participants’ WTC more than the input-based one. Findings have implications for L2 grammar pedagogy.

Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives

This study aimed to examine the effect of two types of collaborative output tasks on Iranian EFL learners’ comparative adjectives with two or more syllables. Thirty Iranian EFL learners participated in this study which were then divided into two experimental and one control groups; one experimental group received dictogloss task in 4-pairs and the other experimental group was given text reconstruction editing task in 6-pairs. Using pretest, posttests and delayed posttests, the data were collected through a grammaticality judgment test (GJT) and audio-recording of the learners’ interaction. Comparing the mean scores of three groups in GJT generally indicated that experimental groups gained more than the control group and text reconstruction editing group outperformed dictogloss group in noticing and learning the English comparative adjectives with two or more syllables. The transcripts of the students' verbal interactions indicated that text reconstruction editing group generated larger number of turns and language related episodes (LREs) in comparison to dictogloss group. Findings of this study also indicated that the majority of problems encountered in all the dyads were correctly solved in both dictogloss and text reconstruction editing groups, while the dictogloss group correctly solved more LREs in comparison to the text reconstruction editing group which showed that the dictogloss group was better regarding the quality of LREs. It can be concluded that the current study found evidence in support of Swain and her colleagues' claims (e.g. Kowal & Swain, 1994) that task implementation required the learners to produce output collaboratively which in turn leads to the internalization of grammatical features.

Teaching/Learning English Phrasal Verbs Through Collaborative Output Tasks

Teaching/Learning English Phrasal Verbs Through Collaborative Output Tasks

Collaborative and individual output tasks and their effects on learning English phrasal verbs

Current second language (L2) instruction research has encouraged the use of collaborative output tasks in L2 classrooms. This study examined and compared the effectiveness of two types of output tasks (reconstruction cloze tasks and reconstruction editing tasks) for learning English phrasal verbs. Of interest was whether doing the tasks collaboratively led to greater gains of knowledge of the target verbs than doing the tasks individually, and also whether the type of task made a difference. The study was conducted in two intact low-intermediate adult English-as-a-second-language (ESL) classrooms. The effectiveness of the tasks was determined by how successfully learners completed the tasks and also by means of a vocabulary knowledge test administered before and after the treatment. The results showed that completing the tasks collaboratively (in pairs) led to a greater accuracy of task completion than completing them individually. However, collaborative tasks did not lead to significantly greater gains of vocabulary knowledge than individual tasks. The results, however, showed an effect of task type, with the editing tasks being more effective than the cloze tasks in promoting negotiation and learning. The findings contribute to the research that has examined the effectiveness of pedagogical tasks in L2 classrooms.

Knotted and Entangled: New Light on the Identification, Classification and Value of Language Related Episodes in Collaborative Output Tasks

Our study is of the collaborative output of students engaged in grammar dictation tasks (Dictogloss) in a British EFL context. Our key aim was to investigate the effect of pre-task focus on form work on task output processes. The main focus of this paper, however, is on how we refined the framework of Language Related Episodes (LREs) used by other researchers to analyse L2 output processes, and produced our own taxonomy of episodes. We also discuss the role of collaborative output in L2 development, particularly the use of metalanguage. We argue that analysis based on LRE counts, although valuable, fails to capture completely the complexity of the interaction, and go on to discuss the 'value' and 'nature' of episodes. The former term is concerned with differences in the length of episodes and the extent of learners' engagement with the language item concerned. The latter reflects the messy nature of L2 interactional data and the difficulty of 'untangling' it to identifying episodes. It deals with features like discontinuity, embedding and overlapping.