Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing?
In an attempt to contribute to the ongoing debate about how output tasks affect noticing of linguistic forms, the present study set out to investigate the effect of pushed output tasks on grammatical accuracy in sentence writing of Iranian EFL learners. Fifty homogenous Iranian EFL learners were ran...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Sistan and Baluchestan
2020-06-01
|
| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_5828_6bba17682cc49c8964376eead03ad368.pdf |
| _version_ | 1797904052206436352 |
|---|---|
| author | Simin Anbarshahi Lida Sharafati |
| author_facet | Simin Anbarshahi Lida Sharafati |
| author_sort | Simin Anbarshahi |
| collection | DOAJ |
| description | In an attempt to contribute to the ongoing debate about how output tasks affect noticing of linguistic forms, the present study set out to investigate the effect of pushed output tasks on grammatical accuracy in sentence writing of Iranian EFL learners. Fifty homogenous Iranian EFL learners were randomly assigned to two experimental and control groups. Then, every group underwent ten different treatment sessions. The control group received writing instruction through conventional methods, while the experimental group received instruction through two pushed output tasks. In the case of the experimental group, in the first five treatment sessions, four grammatical structures were presented through picture cued tasks. The next five treatment sessions directed at other structures took place via reconstruction tasks. Two different versions of the writing section of the Preliminary English Test (PET) were used as pre/post-test. The results indicated that the experimental group significantly outperformed the control group. Therefore, it might be argued that pushed output-based tasks had a positive effect on the Iranian EFL learner’s grammatical accuracy in sentence writing. These findings provide empirical support for the output hypothesis and have pedagogical implications for the choice of output-oriented grammar tasks. |
| first_indexed | 2024-04-10T09:42:46Z |
| format | Article |
| id | doaj.art-0139b6c05f1d4f93b5ad6cb8c8cfafb2 |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:42:46Z |
| publishDate | 2020-06-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-0139b6c05f1d4f93b5ad6cb8c8cfafb22023-02-17T06:16:13ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502020-06-01121658810.22111/ijals.2020.58285828Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing?Simin Anbarshahi0Lida Sharafati1English Language Department, Faculty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, IranPayame Noor University, Tabriz Branch, Tabriz- IranIn an attempt to contribute to the ongoing debate about how output tasks affect noticing of linguistic forms, the present study set out to investigate the effect of pushed output tasks on grammatical accuracy in sentence writing of Iranian EFL learners. Fifty homogenous Iranian EFL learners were randomly assigned to two experimental and control groups. Then, every group underwent ten different treatment sessions. The control group received writing instruction through conventional methods, while the experimental group received instruction through two pushed output tasks. In the case of the experimental group, in the first five treatment sessions, four grammatical structures were presented through picture cued tasks. The next five treatment sessions directed at other structures took place via reconstruction tasks. Two different versions of the writing section of the Preliminary English Test (PET) were used as pre/post-test. The results indicated that the experimental group significantly outperformed the control group. Therefore, it might be argued that pushed output-based tasks had a positive effect on the Iranian EFL learner’s grammatical accuracy in sentence writing. These findings provide empirical support for the output hypothesis and have pedagogical implications for the choice of output-oriented grammar tasks.https://ijals.usb.ac.ir/article_5828_6bba17682cc49c8964376eead03ad368.pdfoutput hypothesisgrammatical accuracytext reconstructionpicture cued tasksoutput tasks |
| spellingShingle | Simin Anbarshahi Lida Sharafati Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing? Iranian Journal of Applied Language Studies output hypothesis grammatical accuracy text reconstruction picture cued tasks output tasks |
| title | Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing? |
| title_full | Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing? |
| title_fullStr | Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing? |
| title_full_unstemmed | Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing? |
| title_short | Is the Pushed Output-Based Instruction Effective in Promoting Iranian EFL Learners Grammatical Accuracy in Writing? |
| title_sort | is the pushed output based instruction effective in promoting iranian efl learners grammatical accuracy in writing |
| topic | output hypothesis grammatical accuracy text reconstruction picture cued tasks output tasks |
| url | https://ijals.usb.ac.ir/article_5828_6bba17682cc49c8964376eead03ad368.pdf |
| work_keys_str_mv | AT siminanbarshahi isthepushedoutputbasedinstructioneffectiveinpromotingiranianefllearnersgrammaticalaccuracyinwriting AT lidasharafati isthepushedoutputbasedinstructioneffectiveinpromotingiranianefllearnersgrammaticalaccuracyinwriting |