Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning

Duong, Phuong Thao; Perez, Maribel Montero; Desmet, Piet; Peters, Elke

doi:10.37213/cjal.2021.31183

Cited by 3 publications

(4 citation statements)

References 36 publications

(58 reference statements)

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“…To date, a range of topics related to vocabulary in ELT in Vietnam have been investigated, among which vocabulary knowledge of Vietnamese EFL learners has attracted considerable attention (Dang, 2020;Tran, 2013;. In addition, vocabulary learning has been investigated in relation to extensive reading , audiovisual input (D. C. Nguyen & Boers, 2019), input-based and output-based tasks (Duong et al, 2021a(Duong et al, , 2021b, computer-assisted language learning (Bui et al, 2019), and explicit instruction (D. T. Le et al, 2017). These studies, while still limited in quantity, have revealed intriguing findings that have significant implications for ELT stakeholders in Vietnam.…”

Section: )mentioning

confidence: 99%

“…To date, such studies have focused on the effects of different types of input D. C. Nguyen & Boers, 2019), focused tasks (Duong et al 2021a(Duong et al , 2021b, computer-assisted language learning (Bui et al, 2019), and explicit instruction (D. T. Le et al, 2017) on Vietnamese EFL learners' vocabulary acquisition.…”

Section: Research Into Vietnamese Efl Learners' Vocabulary Acquisitionmentioning

confidence: 99%

“…She recommends that focused tasks, which are designed to "elicit the use of specific linguistic forms in the context of meaningcentered language use" (R. Ellis et al, 2002, p. 420), can be used for vocabulary teaching. Duong et al (2021aDuong et al ( , 2021b conducted empirical studies on the effects of two types of focused tasks, inputbased and output-based tasks, on Vietnamese EFL learners' vocabulary uptake. In Duong et al…”

Section: Research Into Vietnamese Efl Learners' Vocabulary Acquisitionmentioning

confidence: 99%

“…When it comes to instruction, explicit vocabulary instruction can also be more effective than mere coursebook instruction (D. T. Le et al, 2017). Moreover, to enhance learners' vocabulary acquisition from comprehensible input, teachers can employ both input-based and output-based tasks which can help bolster different aspects of vocabulary knowledge (Duong et al, 2021a(Duong et al, , 2021b.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Incidental Collocation Learning from Different Modes of Input and Factors That Affect Learning

Vu¹

2023

Preprint

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Collocations, i.e., words that habitually co-occur in texts (e.g., strong coffee, heavy smoker), are ubiquitous in language and thus crucial for second/foreign language (L2) learners to master. However, previous research shows that L2 learners tend to have limited knowledge of collocations and underuse or misuse them. Given the limited classroom time for deliberately teaching all L2 collocations, incidental learning, i.e., learning while being engaged in meaningful input (e.g., listening, reading, viewing), should play an important role in broadening L2 learners’ collocational knowledge. Nonetheless, to date, there are relatively few studies on incidental collocation learning. In addition, little is known about the effects of different modes of input on incidental collocation learning as well as factors that affect learning. Therefore, the current PhD project was conducted to fill those research gaps. To that end, four empirical studies involving Vietnamese learners of English as a foreign language (EFL) were carried out. In each study, participants were exposed to target verb-noun and adjective-noun English collocations in different sets of modes of input (including reading-only, reading-while-listening, reading with textual input enhancement in the form of underlining, reading aloud, and captioned TV viewing) in a counterbalanced fashion. Learning gains in each study were measured with a form recall test on the target collocations administered two times: one week before the treatment (pretest) and one week after the treatment (delayed posttest). Different learner- and item-related factors that might affect learning gains were also examined. Study 1 (Chapter 3) investigated incidental collocation learning from reading-only, reading- while-listening (i.e., reading a book while listening to its audio version), and reading with textual input enhancement (i.e., reading with target items underlined). The results showed that reading with textual input enhancement resulted in significantly more incidental collocation learning than both reading-while-listening and reading-only. Reading-while-listening was more effective for incidental collocation learning than reading-only. Following Study 1, Study 2 (Chapter 4) examined incidental collocation learning from reading-while-listening, reading with textual input enhancement (i.e., underlining), and reading-while-listening plus textual input enhancement to explore if integrating textual input enhancement into reading-while-listening would make a significant difference. The findings revealed that reading with textual input enhancement and reading-while-listening plus textual input enhancement led to significantly more learning gains than reading-while-listening. Reading-while-listening plus textual input enhancement, however, did not differ significantly from reading with textual input enhancement. Study 3 (Chapter 5) looked into incidental collocation learning from reading-while-listening and captioned TV viewing, which differed in terms of the availability of imagery. The results showed that both reading-while-listening and captioned TV led to gains of collocations, but these two modes of input did not differ significantly. Study 4 (Chapter 6) explored incidental collocation learning from reading-only, reading-while-listening, and reading aloud, which were different concerning audio support and vocalization. The results showed that reading aloud and reading-while-listening resulted in significantly more learning gains than reading- only. There was no significant difference between reading aloud and reading-while-listening. With respect to factors that affect learning, all four studies showed that learners’ prior vocabulary knowledge significantly predicted the learning gains (Studies 1, 2, 3, and 4). Learners with more vocabulary knowledge were likely to pick up more collocations from reading. As for captioned TV viewing, Study 3 showed that participants with larger vocabularies picked up fewer collocations than those with smaller vocabularies. About collocational congruency (i.e., the availability of first language equivalents of L2 collocations), Studies 1, 2, and 3 showed that this factor was a significant predictor of learning gains. More congruent collocations were incidentally learned than incongruent collocations. Additionally, only Study 4 found that type of collocation affected learning gains, with more adjective-noun collocations being learned than verb-noun collocations, whereas Studies 1, 2, and 3 did not. Other factors, including frequency of exposure, corpus frequency, strength of association (Studies 1 and 2), and test modality (Study 4) did not affect learning gains. The project contributes to advancing our understanding of the effects of input modality on incidental collocation learning and factors that predict learning gains, which can also help relevant stakeholders make informed decisions about L2 vocabulary learning and teaching.

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Section: )mentioning

confidence: 99%

Section: Research Into Vietnamese Efl Learners' Vocabulary Acquisitionmentioning

confidence: 99%

Section: Research Into Vietnamese Efl Learners' Vocabulary Acquisitionmentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Incidental Collocation Learning from Different Modes of Input and Factors That Affect Learning

Vu¹

2023

Preprint

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Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory

Teng

2024

10.14746/ssllt

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Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners’ vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM – complex WM and phonological short-term memory – may influence two instructional approaches (i.e., input and output tasks) on picking up new words. 93 young learners studying English as a foreign language (EFL) participated in input and output tasks and four vocabulary assessments. These assessments functioned as a pretest, immediate posttest, and delayed posttest. The participants also took two WM tests: an operation span test for complex WM and a word repetition test for phonological short-term memory. The results demonstrated that: (1) both input and output tasks significantly influenced the learning and retention of new words, (2) complex WM did not substantially predict task effects on the learning and retention of new words, and (3) phonological WM had a notable impact on learning and retaining new words under the input and output task conditions. The findings emphasize the role of WM for EFL young learners’ vocabulary learning through tasks.

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Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

Peters

2021

Education Sciences

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This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.

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Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning

Cited by 3 publications

References 36 publications

Incidental Collocation Learning from Different Modes of Input and Factors That Affect Learning

Incidental Collocation Learning from Different Modes of Input and Factors That Affect Learning

Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory

Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

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