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Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.

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Article

Output Task Types and Learning of English Grammar: The Case of Iranian Intermediate EFL Students

1ELT Department, Malayer Iislamic Azad University, Malayer, Iran

2Faculty of Humanities, Payame Noor University, Malayer Center


Journal of Linguistics and Literature. 2019, Vol. 3 No. 1, 35-38
DOI: 10.12691/jll-3-1-6
Copyright © 2019 Science and Education Publishing

Cite this paper:
Peyman Rajabi, Nazli Azarpour. Output Task Types and Learning of English Grammar: The Case of Iranian Intermediate EFL Students. Journal of Linguistics and Literature. 2019; 3(1):35-38. doi: 10.12691/jll-3-1-6.

Correspondence to: Peyman  Rajabi, ELT Department, Malayer Iislamic Azad University, Malayer, Iran. Email: Paymanrajabi2002@yahoo.com

Abstract

This study aimed at exploring the role of output task-based activities in improving Iranian EFL learners’ grammar knowledge. To this end, 90 Iranian EFL learners at Malayer Islamic Azad University participated in the study. After homogenizing the participants’ English proficiency level by administering an Oxford Placement Test, 60 students were selected and randomly assigned into two experimental and control groups. To measure the participants’ level of grammar knowledge a pretest of grammar was administered as well. Then the experimental group received different output task types during 12 sessions of instructions whereas the control group received the mainstream practices (a question-and-answer approach). The results of an Independent T-Test revealed that output task types better promote both noticing and learning of grammar. The positive effect of output demonstrated in the present study is consistent with the function of output in the second language acquisition domain.

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