Processing Instruction with Structured/Unstructured Output: Does It Make Any Changes in Automatic/Non-Automatic Explicit Grammar Knowledge?
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| Title: | Processing Instruction with Structured/Unstructured Output: Does It Make Any Changes in Automatic/Non-Automatic Explicit Grammar Knowledge? |
|---|---|
| Language: | English |
| Authors: | Bita Aghaei Aghdam (ORCID |
| Source: | Language Teaching Research. 2025 29(6):2607-2635. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Grammar, Teaching Methods, Language Processing, Second Language Learning, Second Language Instruction, Correlation, Comparative Analysis, English (Second Language), Language Tests, Test Format, Timed Tests, Decision Making, Linguistic Input, Secondary School Students, Foreign Countries, Females, Private Education |
| Geographic Terms: | Iran |
| DOI: | 10.1177/13621688221114451 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Research has underscored the separate role of output to promote processing instruction (PI) effects in language learning. Yet, there is a need to scrutinize the interplay between structured output (SO) and unstructured output (USO) within PI to understand how innovative combinations may enhance ultimate educational attainment. The present quasi-experimental study investigated the possible effects of PI with/without SO and USO on learners' short-term and long-term automatic and non-automatic explicit knowledge of English passive structure. A homogeneous sample of 115 Intermediate learners of English as a foreign language (EFL) in intact groups was selected and randomly assigned to four experimental groups (PI, PI+SO, PI+USO, and PI+SO+USO). We administered parallel timed and untimed grammaticality judgment tests (GJT) to measure learning. Kruskal-Wallis, Mann-Whitney, Friedman, and Wilcoxon Signed Rank Tests revealed that the PI+SO+USO group outperformed the other groups. The findings underscore the significance of adding SO and USO to PI in promoting grammar knowledge and offer several pedagogical implications. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477973 |
| Database: | ERIC |
| Abstract: | Research has underscored the separate role of output to promote processing instruction (PI) effects in language learning. Yet, there is a need to scrutinize the interplay between structured output (SO) and unstructured output (USO) within PI to understand how innovative combinations may enhance ultimate educational attainment. The present quasi-experimental study investigated the possible effects of PI with/without SO and USO on learners' short-term and long-term automatic and non-automatic explicit knowledge of English passive structure. A homogeneous sample of 115 Intermediate learners of English as a foreign language (EFL) in intact groups was selected and randomly assigned to four experimental groups (PI, PI+SO, PI+USO, and PI+SO+USO). We administered parallel timed and untimed grammaticality judgment tests (GJT) to measure learning. Kruskal-Wallis, Mann-Whitney, Friedman, and Wilcoxon Signed Rank Tests revealed that the PI+SO+USO group outperformed the other groups. The findings underscore the significance of adding SO and USO to PI in promoting grammar knowledge and offer several pedagogical implications. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688221114451 |
