Absence of any of the three model components slows EFL language development¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When any one of input, interaction or output is absent, learners may experience a slowdown in language development, per the review's synthesis. → Dixon and Wu 2014

Evidence¶

Dixon and Wu 2014¶

L. Quentin Dixon & Shuang Wu. (2014). Understanding Language Learning: Review of the Application of the Interaction Model in Foreign Language Contexts. Malaysian Journal of Learning and Instruction, 11, 23-39. https://eric.ed.gov/?id=EJ1137251

q2 · i? · review · r2

The review's synthesis of the operational process of the interaction model, illustrated by Nabei and Swain's case study in which a Japanese college student's teacher's recasts were not necessarily translated into immediate learning because the student failed to notice them. The review concludes learners "may experience a slowdown in their language development" when a component is missing.

"With the absence of any one of these three components "input", "interaction" and "output", learners may experience a slowdown in their language development."

Discussion¶

Related Claims¶

• Beginning EFL learners who produced written output and received corrective feedback outperformed input-only learners on a delayed receptive vocabulary post-test — a narrower finding that bears on this claim
• Output-based FFI was more effective than input-based FFI for complex clausal grammatical features, a difference the article characterizes as a large effect — related
• Input-based FFI is more effective than output-based FFI for inter-phrasal grammatical features, with a medium-sized difference — related
• Grammar-oriented uptake rates are significantly higher in input-providing and output-prompting feedback classes than in a no-feedback class among young EFL learners — related