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

Autores/as

  • Phuong-Thao Duong KU Leuven
  • Maribel Montero Perez KU Leuven
  • Piet Desmet KU Leuven
  • Elke Peters KU Leuven

DOI:

https://doi.org/10.37213/cjal.2021.31183

Resumen

This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest- posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores at the form recall level. No difference was found in the spontaneous use and meaning recognition tests.

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Publicado

2021-11-26

Cómo citar

Duong, P.-T., Montero Perez, M., Desmet, P., & Peters, E. (2021). Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning . Canadian Journal of Applied Linguistics, 24(3), 120–144. https://doi.org/10.37213/cjal.2021.31183

Número

Vol. 24 Núm. 3 (2021)

Sección

Articles

Licencia

Derechos de autor 2021 Phuong-Thao Duong, Maribel Montero Perez, Piet Desmet, Elke Peters

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