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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 0000-0002-8574-0918), Mahnaz Saeidi, Farahman Farrokhi
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
FullText Text:
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  Data: Processing Instruction with Structured/Unstructured Output: Does It Make Any Changes in Automatic/Non-Automatic Explicit Grammar Knowledge?
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  Data: <searchLink fieldCode="AR" term="%22Bita+Aghaei+Aghdam%22">Bita Aghaei Aghdam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8574-0918">0000-0002-8574-0918</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mahnaz+Saeidi%22">Mahnaz Saeidi</searchLink><br /><searchLink fieldCode="AR" term="%22Farahman+Farrokhi%22">Farahman Farrokhi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(6):2607-2635.
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  Data: 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
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  Data: 29
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  Data: <searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Education%22">Private Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 10.1177/13621688221114451
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  Data: 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.
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  Data: 2025
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  Data: EJ1477973
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        Value: 10.1177/13621688221114451
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      – Text: English
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        PageCount: 29
        StartPage: 2607
    Subjects:
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Language Processing
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Tests
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      – SubjectFull: Test Format
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      – SubjectFull: Decision Making
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      – SubjectFull: Linguistic Input
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Iran
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    Titles:
      – TitleFull: Processing Instruction with Structured/Unstructured Output: Does It Make Any Changes in Automatic/Non-Automatic Explicit Grammar Knowledge?
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              Type: published
              Y: 2025
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