Output Tasks Research Articles

A Comparative Study of Output Task Types on EFL Learners’ Comprehension of Target Forms

This study aims at investigating the role of output and the relative efficacy of two different kinds of output tasks (reconstruction task and picture-cued writing task) in comprehending of two English target forms namely called past counterfactual conditional and English passive form. One hundred Iranian EFL learners participated in the experiment. In terms of target forms comprehension, the results showed that the participants who received output opportunities during the treatment performed significantly on the immediate post test and delayed post test. In terms of the individual effect of each type of output task type, the results also revealed that both groups improved significantly after the instructional treatment in the comprehension of the target grammatical features and the effects lasted one month.

Effect of Fine-Grained Lexical Rating on L2 Learners’ Lexical Learning Gain

In assessing L2 lexical learning, especially initial learning, researchers always face the problem of whether partial word learning should be counted. Existing studies have either counted partial word learning (i.e. counted both partial and complete word learning) or have only counted complete word learning. However, it is not clear whether counting partial word learning makes a difference in capturing task-based and intra-learner lexical learning gain. Few studies have investigated this potential difference and even fewer if both productive and receptive lexical learning are considered. The present study employed differently fine-grained word rating methods to assess three Chinese EFL learner groups’ performances on four vocabulary posttests after receiving three treatment tasks: a written output task, an oral output task, and a reading task. Data analyses revealed that the use of differently fine-grained scoring methods did not necessarily affect learners’ cross-task lexical learning effects significantly, but it did make a significant difference in measuring individual learners’ lexical learning gain. The findings are discussed with reference to whether and how a less or more fine-grained scoring method should be adopted in rating lexical learning.

The Effect of Sequence of Output Tasks on Noticing Vocabulary Items and Developing Vocabulary Knowledge of Iranian EFL Learners

This study examined the role of output-first presentation of vocabulary tasks in noticing lexical items and enhancing vocabulary knowledge of EFL learners. The participants were 103 elementary level female Iranian EFL learners who were randomly divided into three groups: input-only, inputoutput, and output-input groups. After all participants took a placement test and a vocabulary pretest, the input-only group of learners received only input tasks, while the members of the other two groups received both input and output tasks in different sequences. All participants then took a vocabulary posttest. Comparison of input-only group with the other two groups showed that participants in the input plus output groups outperformed input-only group in the vocabulary posttest. The results of t-test and Mann-Whitney test indicated that output-input group performed better than the input-output group in both overall vocabulary posttest and the productive vocabulary section of the test. Moreover, the results of the semi-structured interview revealed the positive influence of output-first presentation of vocabulary tasks on noticing the gap in lexical knowledge. The findings of this study suggest presentation of vocabulary tasks in the sequence of output prior to input in order to enhance noticing vocabulary knowledge gap and develop vocabulary knowledge.

The Effectiveness of Collaborative Output Task of Dictogloss in Enhancing EFL learners’ Emotional Intelligence

In the past two decades, emotional intelligence (EI) has generated an enormous amount of interest within the field of psychology and language learning. EI is assumed to be an essential characteristic in language learning; however, little attention has been paid to the ways of increasing EI in educational settings. The present study is an attempt to investigate the effect of collaborative output task of dictogloss on EFL learners’ emotional intelligence. Forty pre-intermediate EFL learners in Sama institute in Iran participated in present study and they were randomly assigned to control and experimental groups. A composition writing test was used to measure participants’ writing performance and TEIQUE (Petrides & Furnham, 2003) questionnaire implemented to examine their initial emotional intelligence. Then, the experimental group applied collaborative dictogloss task which focused on form and meaning of the text collaboratively, while the control group was taught under the conventional method which worked individually. The findings revealed that collaborative task of dictogloss had a significant effect on learners’ emotional intelligence.

Acquisition of Politeness Markers in an EFL Context: Impact of Input Enhancement and Output Tasks

Although politeness markers are frequently used in written and spoken communication, pragmatic studies have not sufficiently explored the instruction of such markers to English as a foreign language (EFL) learners who lack sufficient opportunity to communicate with native speakers to acquire them in the context of use. Ignoring politeness as a subject of instruction could be due to the hypothesis that politeness is ingrained in the culture of its use and hence cannot be taught to EFL learners. To investigate this hypothesis, politeness markers proposed by House and Kasper (1981) in their politeness framework were used as the point of departure to teach these markers to two groups of EFL students using film-driven input-enhancement tasks and output tasks. The results of the study revealed the beneficial effect of teaching politeness markers through the two tasks. Whereas the input-enhancement group improved significantly in their comprehension of politeness markers, the output group manifested more gains in their production of these markers. Findings from this study have implications for interlanguage pragmatic instruction, suggesting that politeness is teachable and that different instructional tasks bring about different effects on the production and comprehension of politeness markers.

The Impact of Immediate and Delayed Written Pushed Output Produced by Pre-intermediate EFL Learners in Iran on Their Acquisition of English Verb Tenses

The present study aimed at investigating the impact of immediate and delayed written Pushed Output on the acquisition of English verb tenses. To this end, 32 freshmen majoring in English translation were selected as the participants of the study. After they were randomly assigned to three groups, i.e. two experimental groups Immediate Written Pushed Output (IWPO) group and Delayed Written Pushed Output (DWPO) group and a control group (CG), a pre-test was administered. Then for eight sessions all three groups received explicit instructions on English verb tenses. Subsequently, the experimental group was assigned to perform some output tasks whereas the control group was given conventional multiple choice tests instead. The EG1 (DWPO) had a 10-minute planning time before performing the tasks, while EG2 (IWPO) had to perform the tasks as soon as they received them. Every week the participants in all three groups received feedback on their performances. Following the treatment sessions, a post- test was run. Finally, the comparison of the three groups’ performances on the posttest as well as the comparison of each group’s performance on the pretest and posttest supported the facilitative effects of both delayed and immediate written pushed output on the acquisition of English verb tenses.

Dynamic optimization of heated oil pipeline operation using PSO–DE algorithm

Crude oil, with relatively high viscosity, freezing-point and content of wax, is usually transported by heated oil pipelines (HOP) containing many pumping and heating stations. There are many different selections of operation parameters or values of pumps and heating furnaces, but all these different “selections” can satisfy output task and safety requirements. The power and fuel cost of pumping and heating account for 1–3% of the total energy consumption. For the energy saving purpose, it is necessary to optimize the HOP operations. In this paper a dynamic model of HOP was proposed and used to calculate the soil temperature field outside HOP, and then both the spatial and temporal distributions of pressure and temperature of field inside HOP. Using this calculation method and its results, an optimization model is established aiming at minimizing energy cost of running HOP, with outlet temperatures of each heating station, on–off states of each pump, and their head matrix of delivery as the optimization variables. Then a mixed algorithm combining differential evolution algorithm with particle swarm optimization algorithm is used to solve this model. The optimization results are applied to Rizhao–Yizheng digital long distance HOP (375km). Research shows that: verified by real time data acquired by the SCADA, the relative error of the dynamic model’s result is 4.042%, much less than that of the steady-state model’s result (22.67%). The optimized operation scheme can save 17.59% of energy cost for oil transportation task of 2640m3/h. Energy saving effect is remarkable.

Comparing the Effects of Collaborative and Individual Output Tasks on the Acquisition of English Articles

Comparing the Effects of Collaborative and Individual Output Tasks on the Acquisition of English Articles

The influence of commercial energy shots on response time and power output in recreational cyclists.

BackgroundCaffeine based energy shot products accounted for $1.3 billion in sales in 2011. Caffeine has been shown to confer numerous benefits during exercise and is oftentimes combined with ingredients such as carbohydrates and taurine in the hope of further performance improvement. The purpose of this project was to compare auditory response time, power output, and physiological responses between the ingestion of a CHO, PRO, caffeine supplement (CPC), a caffeine-taurine-niacin based supplement (CTN), and a placebo (PL) in commercially formulated products that make claims as to improving performance.MethodsFourteen subjects cycled an interval exercise of 70% VO2max for 13 minutes and 90% of VO2max for two minutes for a total of 120 minutes which was then followed by a six-minute power output (PO) task. Subjects ingested a total of 45 g CHO, 7.5 g PRO, and 375 mg caffeine for CPC while 512 mg caffeine and 1200 mg taurine were ingested for CTN throughout the exercise. The treatments were administered in a double blind, randomly assigned protocol. Response time was assessed by auditory response. Significance was set at p < 0.05.ResultsAverage PO was significantly greater for CPC: 309 ± 60 W than CTN: 290 ± 57 W and PL: 282 ± 63 W. Response time was significantly faster for the CPC: 0.219 ± .049 s than CTN: 0.232 ± .060 s and PL: 0.228 ± .047 s. HR was significantly greater for CTN: 143 ± 16 bpm than CPC: 139 ± 16 bpm. RPE was significantly lower for CPC: 13.0 ± 1.7 than CTN: 13.5 ± 1.2 and PL: 13.8 ± 1.9. Blood glucose was greater for CPC: 5.5 ± 0.8 mM/L than CTN: 4.9 ± 0.7 mM/L and PL: 4.6 ± 1.1 mM/L. No significant differences were observed for RER.ConclusionsThe co-ingestion of CPC improved both cycling power output and auditory response time following 2 hours of moderate and high intensity interval cycling compared to CTN and PL. It is possible that the CPC treatment conferred not only a positive peripheral effect, but also a central effect. Even with a large caffeine dose, the combination of caffeine, taurine, niacin led to an inhibitory pattern which did not improve power output or response time performances over a PL.

Pushed Output and Noticing in a Dictogloss: Task Implementation in the CLIL Classroom

This study investigates the role of output tasks in noticing a certain target form upon receiving subsequent input. Sixteen adolescent learners from an intact CLIL classroom carried out a multi-stage dictogloss task collaboratively and individually. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then they listened to the text once again and compared it with their production. The study revealed that (a) pushed output affects noticing in subsequent input and provides learners the opportunity to notice formal aspects of language and (b) pairs working in collaboration did not obtain better results

Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task

The word processing depth hypothesis implies a positive association between learners’ word processing and their lexical learning. In research, learners’ task-inherent involvement load (i.e., word processing) has not been found to be consistently associated with their lexical learning. Meanwhile, existing studies have not obtained consensus results, either, from directly associating learners’ actual word processing and their lexical learning. Against this backdrop, this paper reports a study investigating the association between Chinese EFL learners’ actual word processing and their lexical learning in performing a collaborative oral output task. Interactional and statistical analyses revealed that the participants engaged in four types of word processing; their overall word processing was significantly correlated with both their productive and receptive word acquisition and retention; their different types of word processing were significantly correlated with their productive word learning, but showed variances in correlations with their receptive word learning. The findings were discussed from the perspectives of word processing in collaborative output, word processing and lexical learning, and word processing and different modes of lexical learning.

The Contribution of Output Task to CBI from a Sociocogintive Perspective

The Contribution of Output Task to CBI from a Sociocogintive Perspective

Proceduralization, transfer of training and retention of knowledge as a result of output practice

This study investigated the effect of output practice on the proceduralization, transfer and retention of knowledge on English modals, adopting Anderson's ACT-R model of skill acquisition. A pretest posttest and delayed posttest design was used where the procedural knowledge on production skill was specifically operationalized through the groups’ performance on Dual Task Timed Completion Test and transfer of training was measures through a Dual Task Timed Grammaticality Judgment Test. Two intact classes of intermediate EFL learners were randomly assigned to treatment and control groups. The output group (n= 27) received explicit grammar instruction, a combination of three output tasks including dictogloss, individual text reconstruction, and corrected-close translation, and feedback. The control group (n=25) were just exposed to the identical texts trough listening and reading tasks followed by some questions irrelevant to the target structure. Results showed that on the posttest, three days after the last treatment session, the output group outperformed the control group in both measures of procedural knowledge and transfer of knowledge. As for retention, forty days later, the output group’s performance was still significantly better than that on the pretest. This group also succeeded in retaining its outperformance on both measures of procedural knowledge and transfer of knowledge delayed posttest. The results may help language teachers design more effective activities for the learners considering the institutional constraints.

Target Ratcheting and Investment in Productivity Improvements

In this study we examine how target ratcheting affects employees’ tradeoff between short-term output and long-term investments. We hypothesize that while using past performance information in setting new targets (i.e. target ratcheting) decreases individuals’ short-term output, it increases investments in future productivity improvements by mitigating the negative consequences of the horizon problem. We test our prediction in a multi-period experiment, where we manipulate in a nested between subjects design the target setting procedure and within subjects the individuals’ time horizon. The results support our hypotheses that as individuals’ time horizon decreases the exogenously determined target groups lower their investment and put more attention to the short-term output task, while participants in the target ratcheting condition keep their initial strategy and invest relatively more in future productivity improvements. Therefore, this study provides a plausible explanation for the widespread use of an alleged dysfunctional practice, i.e., target ratcheting.

Space–valence associations depend on handedness: evidence from a bimanual output task

Past studies have suggested important links between valence and perception and action in physical space. The present study aimed to test the associations between emotional valance for words or faces and manual responses in left- and right-handers. We employed a divided output (bimanual) reaction time paradigm in which participants had to discriminate emotional valance of words or faces presented on the center of the screen. The results revealed that right-handers were faster when responding to positive words or faces with their right hand and to negative words or faces with the left hand, whereas left-handers showed the opposite pattern. These results suggest that the association between space and valence depends on handedness, providing further evidence for the body-specificity hypothesis.

Is handwriting constrained by phonology? Evidence from Stroop tasks with written responses and Chinese characters

To what extent is handwritten word production based on phonological codes? A few studies conducted in Western languages have recently provided evidence showing that phonology contributes to the retrieval of graphemic properties in written output tasks. Less is known about how orthographic production works in languages with non-alphabetic scripts such as written Chinese. We report a Stroop study in which Chinese participants wrote the color of characters on a digital graphic tablet; characters were either neutral, or homophonic to the target (congruent), or homophonic to an alternative (incongruent). Facilitation was found from congruent homophonic distractors, but only when the homophone shared the same tone with the target. This finding suggests a contribution of phonology to written word production. A second experiment served as a control experiment to exclude the possibility that the effect in Experiment 1 had an exclusively semantic locus. Overall, the findings offer new insight into the relative contribution of phonology to handwriting, particularly in non-Western languages.

The Effects of Task Involvement Load on L2 Incidental Vocabulary Learning: A Meta‐Analytic Study

AbstractThis meta‐analytic study provides a systematic statistical synthesis of the effects of output tasks on second or foreign incidental vocabulary learning. A total of 12 studies were included in this meta‐analysis. Five mediator variables were examined: design quality, types of output task, time on task, genres of text, and text–target word ratios. Results show that language learners who completed an output task outperformed those who only read a text. Results also support the involvement load hypothesis: Language learners who performed a task with a higher degree of involvement load, gained more vocabulary. Studies with high and medium levels of design quality were more likely to detect statistically significant differences among groups with different output tasks, compared to studies with a low level of design quality. Furthermore, results indicate that time on task had positive effects on vocabulary learning. Learners who read a combination of expository and narrative text gained more vocabulary than those who only read either an expository or narrative text. Learners who read a text with text–target word ratios of less than or equal to 2% did not learn significantly more vocabulary than those who read a text with a ratio of 2% to 5%.

Output Tasks, Noticing, and Learning: Teaching English Past Tense to Iranian EFL Students

EFL Learners often have problems using the past tense accurately. In an attempt to solve their problem, this study was carried out to examine the effects of using two different types of output tasks on noticing and learning the English past tense. Sixty female school-age EFL learners were divided into groups of 18, 19, and 23 participants. A pretest was administered at the outset of the study, the scores of which proved that all the participants equally lacked the required accuracy in using the target structure. Therefore, five treatment sessions followed, during which the first two groups were given picture-cued writing tasks and reconstruction tasks respectively. The comparison group, however, did comprehension check-up tasks. Finally, a posttest was given. The results of the statistical analyses revealed that only the reconstruction group improved in their noticing of the target feature. However, both experimental groups equally promoted their learning of the form.

Output tasks and vocabulary gains

Folse (2004) argued for the importance of vocabulary instruction and the effectiveness of list learning, while Laufer and Girsai (2008) found mechanical output tasks using contrastive analysis and translation effective for vocabulary learning, following Swain and Lapkin’s (1995) advocacy of pushed output using creative tasks. Vocabulary gains over one semester were compared from a treatment group of 37 learners taught vocabulary using mechanical tasks with a control group of 67 learners assigned creative output tasks in a quasi-experimental design. Rasch measurement was used to provide equated scores from vocabulary pre-tests and post-tests. Both groups showed substantive gains in vocabulary knowledge but the control group showed larger vocabulary gains than the treatment group, contrary to expectations. These results suggest that mechanical tasks alone may not lead to optimal gains in vocabulary knowledge. Swain and Lapkin (1995)は創造的タスクを使う強制的アウトプットを提唱し、Folse (2004)は語彙指導の重要性とリスト学習の有効性を主張した。一方、Laufer and Girsai (2008)は対照分析と翻訳を用いる機械的なアウトプットを促すタスクが語彙学習に有効であると指摘した。本論では、1学期間での語彙習得度を準実験的形式で、機械的なタスクを使い語彙指導を受けた37名の実験群と、創造的アウトプットタスクの指導を受けた67名の統制群を比較した。語彙テストの事前・事後のスコアを等価するために、ラッシュ分析を用いた。両グループの事後テストにおいて実質的な語彙習得が認められたが、予測に反して実験群よりも統制群における語彙習得の方が大きいという結果になった。これは、強制的アウトプットが言語習得に効果的な手段とする主張を支持する結果であり、長期的な語彙習得には機械的タスクのみでは不十分であることを示唆する。

The Effect of Output Tasks on the Acquisition of English Verbal Morphemes

This paper aims to explore the facilitative effect of an output task on learning verbal morphemes by Iranian EFL learners. The main research question addressed whether engaging learners in output tasks can fill the gap between comprehension and production of verbal morphemes (present progressive–ing and simple past–ed) and promote learning of the target linguistic forms. Two groups of learners from young adult classes (all male students within the age range of 13-15) participated in the current study: an output group consisting of 20 learners and a control group consisting of 18 learners. All of them were administered a pretest and posttest. The learners in the output group worked on a text reconstruction task which employed an audio-text cartoon strip. The major findings were (a) the comparison of pre-test scores showed a significant difference between comprehension and production of target forms by the learners, (b) after receiving treatment, the output group outperformed the control group, (c) finally, the control group failed to show comparable improvement in their production although they had measurable gains in comprehending the target linguistic form. Considering the above findings, further support was found for the effect of output tasks on L2 learning. The findings contribute to the research that has examined type of task and level of processing in promoting L2 learning.