This study examined the role of output-first presentation of vocabulary tasks in noticing lexical items and enhancing vocabulary knowledge of EFL learners. The participants were 103 elementary level female Iranian EFL learners who were randomly divided into three groups: input-only, inputoutput, and output-input groups. After all participants took a placement test and a vocabulary pretest, the ...

This study investigated the effects of different output-based task repetition conditions on EFL learners’ speech act production. Three intact classes of English-major students constituted three instructional groups: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups engaged in t...

This study set out to explore whether different input enhancement tasks as implicit instruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners. For this purpose, three intact classes consisting of 75 male and female intermediate L2 learners were randomly divided into three conditions: simultaneous grammar consci...

The present study investigated the effects of cognitive complexity of pedagogical tasks on the learners’ uptake of salient features in the input. For the purpose of data collection, three versions of a decision-making task (simple, mid, and complex) were employed. Three intact classes (each 20 language learners) were randomly assigned to three groups.  Each group transacted a version of a decis...

This study was inspired by VanPatten and Uludag’s (2011) study on the transferability of training via processing instruction to output tasks and Mori’s (2002) work on the development of talk-in-interaction during a group task. An interview was devised as the pretest, posttest, and delayed posttest to compare four intervention types for teaching the simple past passive: traditional intervention ...

Researchers have extensively studied phenomena that affect a second language learner’s oral production while there is scant evidence about input-related factors. Accordingly, the present study sought to investigate how variation in oral production is caused by the input they receive from different course materials. To this end, the study included a micro-evaluation study of three course materia...