Beginning EFL learners who produced written output and received corrective feedback outperformed input-only learners on a delayed receptive vocabulary post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group (pushed output plus corrective feedback) scored significantly higher than the comprehensible-input-only control group on the post-test of receptive vocabulary acquisition. → Nowbakht and Shahnazari 2015

Evidence¶

Nowbakht and Shahnazari 2015¶

Mohammad Nowbakht, Mohammadtaghi Shahnazari. (2015). The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items. Advances in Language and Literary Studies, 6(4). https://doi.org/10.7575/aiac.alls.v.6n.4p.103

q3 · i? · causal · r1

Randomized two-group experiment with 30 beginning L1-Persian EFL learners (15 per group); independent-samples t-test on the one-week delayed post-test showed a significant difference, with the experimental group mean of 18.4 versus "13.2" for the control group (t = 2.92, p = .007).

"The results indicate that the experimental and control groups are statistically different in the post-test ( p< .05). Also, the mean score of the experimental group is 18.4 while for the control group this score is equal to 13.2."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• Within the output-producing group, high-feedback receivers significantly outperformed both low-feedback receivers and the input-only control group — related
• The authors interpret corrective feedback, rather than output production alone, as the factor most responsible for the experimental group's improved receptive vocabulary performance — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — a broader claim this one bears on
• All three groups benefited from the instructional intervention, with both experimental groups benefiting the most — related
• Absence of any of the three model components slows EFL language development — a broader claim this one bears on