2021 IJRSE – Volume 10 Issue 15
Available Online: 18 October 2021
Shahid Sadoughi University of Medical Sciences, Yazd, Iran (email@example.com)
Islamic Azad University, Yasuj, Iran (Omidvaria@gmail.com)
The aim of the present study is to explore the impacts of an input-based instruction (processing instruction, PI) and an output-based instruction (meaning-based output instruction, MOI) on the acquisition of English simple future tense by Iranian EFL learners. The participants involved in this study were beginners studying at some language Institutes in Yazd. The focus of the study was on investigating the effects of both types of instruction on learners’ performance regarding their sentence-level interpretation and production skills. Participants in this study were divided in three groups: (N=60), Processing Instruction (n=20), Meaning-based Output Instruction (n=20), and Control (n=20). A pre-test was conducted before the treatment which followed by an immediate post-test at the interpretation and production tasks. The researcher taught the instructional treatments in the class time and acted only as a facilitator during the experiment. Two groups were trained for a total of two hours of instruction on the target feature, while the control group was deprived of the treatment. According to the data analysis, at the interpretation level, processing instruction group performed better than the meaning-based output instruction; however, the improved performance of both instructional groups was relatively equal at the production level. The control group made no improvement on the interpretation and production tasks. The results of one-way analysis of variance (ANOVA) illustrated that the learners in the experimental groups showed statistically significant gains on the acquisition of English simple future tense as compared with the control group. Due to knowledge gains and improvements by these two instructional treatments, they can provide their own pedagogical advantages to the context of second language teaching and learning.
Keywords: processing instruction, meaning-based output instruction, interpretation, production, simple future tense
Cite this article:
Beiki, S., & Omidvari, A. (2021). The effect of processing and meaning-based output instructions on the acquisition of English simple future tense by Iranian EFL learners. International Journal of Research Studies in Education, 10(15), 37-46. https://doi.org/10.5861/ijrse.2021.a080