Mixed Effects of Input Enhancement, Explicit Instruction, Corrective Feedback, and Pushed Output Output in an Input-Output Mapping Practice Journal Article

Writer: Kalanzadeh، Gholamali ؛ Jafarigohar، Manoochehr ؛ Ghonsooly، Behzad ؛ Soleimani، Hassan ؛

Journal of Research in Applied Linguistics Winter and Spring 2018, Volume 9 - Issue 1 ، الف (Ministry of Science/ISC (‎26 page(s) - From 57 to 82 )

Keywords: form explicit instruction (EI) visual input enhancement (VIE) implicit corrective feedback (ICF) Focused Instruction (FFI) Pushed Output (PO) Explicit Corrective Feedback (ECF) CF EFL Input FFI SLA VIE Output Ellis PO

Abstract:

This investigation examined the mixed effects of visual input enhancement, explicit instruction, pushed output, and corrective feedback on noticing and intake of English conjunctive adverbs. Participants included 83 intermediate EFL students enrolled in a grammar and writing course. They were assigned to a control group (n = 22), explicit instruction + pushed output + explicit corrective feedback group (n = 25), visual input enhancement + pushed output + implicit corrective feedback group (n = 17), and visual input enhancement + enriched input group (n = 19). Design was a pretest, immediate posttest, and delayed posttest type. To assess the participants’ intake of the targeted structures, 3 tests were developed. One-way ANOVA and a series of post-hoc Scheffe tests were performed on the results. Taken together, the results indicated that all the combined procedures had both positive and lasting effects on the noticing and subsequent intake of the discourse markers (conjunctive adverbs) at issue. Results, further, revealed that the effects of the mixed procedures on the rate and durability of intake of the targeted forms was differential.

Machine summary:

For example, Jourdenais, Stauffer, Boyson, and Doughty (1995) state that enhanced input (as one way to realize FFI), involving highlighting of targeted features has been effective in promoting noticing and language acquisition. Thus, the present paper was an attempt to contribute to input- output based instruction by examining the impacts of mixed procedures of VIE, EI, ECF, and ICF in an input-output mapping practice on Iranian EFL university students’ intake of a class of English discourse marker known as conjunctive adverbs. Although previous investigations accord with a significant facilitative role for EI in L2 learning, research evidence also exists to suggest that EI is not positively effective in promoting acquisition of some target items (Benati, 2004; Farley, 2004; Hernandez, 2011; Sanzand & Morgan-Short, 2004; Wong, 2004). To summarize the overview of the related literature so far, concerning the effects of each components of the mixed procedures tested in the current paper, results are conflicting with some studies finding these components beneficial in increasing intake and fostering learning of targeted linguistic forms and some studies in that the application of these techniques did not lead to providing supporting evidence as to the positive effects of them in grammar pedagogy. Contrary to the outcomes of other investigations (Jourdenais, 1998; Leow, 2001; Wong, 2003) in that the researchers found no positive effects for VIE, it can be suggested that if VIE is preceded or followed by EI or enriched input, written enhanced input would be beneficial in inducing noticing and intake of the target linguistic forms as this combined procedures are likely to increase the saliency of the target features and to boost the relationship between the level of awareness and language learning.

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