The Korean Association for the Study of English Language and Linguistics

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Korean Journal of English Language and Linguistics - Vol. 22

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp. 86-99
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 05 Jan 2022 Revised 20 Feb 2022 Accepted 27 Feb 2022
DOI: https://doi.org/10.15738/kjell.22..202202.86

Exploring the Sequence Effect of Input and Output on the Learning of English Articles
Eun Young Kang
Professor, Kongju University (ekang@kongju.ac.kr)


© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study examined whether the ordering of input and output could affect the learning of English articles. Sixty-nine Korean high school learners of English were divided into two experimental groups and a comparison group. The experimental groups were provided with (1) an L1-L2 translation output task and (2) a relevant L2 narrative written input, while two groups of students were presented with the tasks in a reverse order. An input-output group read an L2 narrative text first and then engaged in the L1-L2 translation, whereas an output-input group completed the translation followed by an opportunity to read the narrative text. The comparison group read the same L2 text and completed reading comprehension questions. After this cycle of treatment was repeated three times, the learners’ use of English articles was assessed using a writing task. Progress was measured with two post-tests based on the TLU (Target-Like Use, Pica 1991) score for their use of articles. A repeated measure ANOVA revealed that the output-input treatment resulted in higher scores throughout the two post-tests than the input-output sequence and the comparison group. The result indicates that the availability of relevant input immediately after learners’ output experience could enhance the learning of particular elements of language for which they are acquisition-ready. This result may have implications for language teachers and L2 researchers in helping them to design output tasks.


Keywords: English articles, input, output, noticing function of output

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