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Effect of Input vs. Collaborative Output Tasks on Iranian Intermediate EFL Learners’ Grammatical Accuracy and Willingness to Communicate | ||
Journal of Research in Applied Linguistics | ||
مقاله 4، دوره 8، شماره 2، بهمن 2017، صفحه 71-92 اصل مقاله (680.09 K) | ||
نوع مقاله: Research Article | ||
شناسه دیجیتال (DOI): 10.22055/rals.2017.13092 | ||
نویسندگان | ||
Ali Roohani* ؛ Farzaneh Forootanfar؛ Mahmood Hashemian | ||
English Department, Shahrekord University, Shahrekord, Iran | ||
چکیده | ||
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. | ||
کلیدواژهها | ||
Input Tasks؛ Collaborative Output Tasks؛ Grammar؛ Willingness to Communicate | ||
مراجع | ||
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The New Zealand Language Teacher, 37, 39-44. | ||
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