The Effects of Processing Instruction and Output-Based Activities on Grammar Learning: The Mediating Role of Working Memory
Processing instruction (PI) is an input-based approach to grammar education based on input processing theory, and output is another element needed for second-language acquisition to be successful. This study sought to examine the impact of PI and output-based activities with the mediating role of wo...
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| Veröffentlicht in: | Education research international 2022-11, Vol.2022, p.1-11 |
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| creator | Patra, Indrajit Suwondo, Tirto Mohammed, Aisha Alghazali, Tawfeeq Mohameed, Doaa Abd AL-Hadi Hula, Ibnu Rawandhy N. Behbahani, Hossein Kargar |
| description | Processing instruction (PI) is an input-based approach to grammar education based on input processing theory, and output is another element needed for second-language acquisition to be successful. This study sought to examine the impact of PI and output-based activities with the mediating role of working memory (WM) capacity on learning English future tense. To this end, 99 subjects with preintermediate command of English based on an Oxford Placement Test were recruited for the study, and they were divided into three groups: PI, output, and control, with 33 learners in each group. Using a reading-span test, it was revealed that 14 subjects in the PI group, 15 participants in the output group, and 13 learners in the comparison group had low WM, while the rest individuals had high WM capacity. Then, a two-way between-group analysis of variance and a Bonferroni adjustment post hoc test were performed. The results of the analyses showed that both PI and output groups outperformed the control group. Additionally, there was no difference in grammar gain between PI and output groups. Besides, learners with high WM outperformed low WM individuals. The pedagogical implication of this research is that PI and output-based activities can assist teachers in implementing effective strategies to raise L2 learners’ knowledge and consciousness. |
| doi_str_mv | 10.1155/2022/3704876 |
| format | Article |
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This study sought to examine the impact of PI and output-based activities with the mediating role of working memory (WM) capacity on learning English future tense. To this end, 99 subjects with preintermediate command of English based on an Oxford Placement Test were recruited for the study, and they were divided into three groups: PI, output, and control, with 33 learners in each group. Using a reading-span test, it was revealed that 14 subjects in the PI group, 15 participants in the output group, and 13 learners in the comparison group had low WM, while the rest individuals had high WM capacity. Then, a two-way between-group analysis of variance and a Bonferroni adjustment post hoc test were performed. The results of the analyses showed that both PI and output groups outperformed the control group. Additionally, there was no difference in grammar gain between PI and output groups. Besides, learners with high WM outperformed low WM individuals. The pedagogical implication of this research is that PI and output-based activities can assist teachers in implementing effective strategies to raise L2 learners’ knowledge and consciousness.</description><identifier>ISSN: 2090-4002</identifier><identifier>EISSN: 2090-4010</identifier><identifier>DOI: 10.1155/2022/3704876</identifier><language>eng</language><publisher>New York: Hindawi</publisher><subject>Curricula ; English as a second language ; English as a second language learning ; Grammar ; Grammar instruction ; Hypotheses ; Language acquisition ; Language Proficiency ; Language Skills ; Linguistics ; Memory ; Reading tests ; Second language learning ; Short term memory ; Students ; Teaching ; Teaching Methods ; Tense ; Traditional Grammar</subject><ispartof>Education research international, 2022-11, Vol.2022, p.1-11</ispartof><rights>Copyright © 2022 Indrajit Patra et al.</rights><rights>Copyright © 2022 Indrajit Patra et al. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. https://creativecommons.org/licenses/by/4.0</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c337t-a8880a4809e7881f91a9655a24dad5ea425bd16d42ecf45da4b11228bac82d653</citedby><cites>FETCH-LOGICAL-c337t-a8880a4809e7881f91a9655a24dad5ea425bd16d42ecf45da4b11228bac82d653</cites><orcidid>0000-0002-1064-7866 ; 0000-0001-6704-2676 ; 0000-0003-2569-3571 ; 0000-0002-3903-238X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,781,785,27929,27930</link.rule.ids></links><search><contributor>Nasri, Mehdi</contributor><contributor>Mehdi Nasri</contributor><creatorcontrib>Patra, Indrajit</creatorcontrib><creatorcontrib>Suwondo, Tirto</creatorcontrib><creatorcontrib>Mohammed, Aisha</creatorcontrib><creatorcontrib>Alghazali, Tawfeeq</creatorcontrib><creatorcontrib>Mohameed, Doaa Abd AL-Hadi</creatorcontrib><creatorcontrib>Hula, Ibnu Rawandhy N.</creatorcontrib><creatorcontrib>Behbahani, Hossein Kargar</creatorcontrib><title>The Effects of Processing Instruction and Output-Based Activities on Grammar Learning: The Mediating Role of Working Memory</title><title>Education research international</title><description>Processing instruction (PI) is an input-based approach to grammar education based on input processing theory, and output is another element needed for second-language acquisition to be successful. 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This study sought to examine the impact of PI and output-based activities with the mediating role of working memory (WM) capacity on learning English future tense. To this end, 99 subjects with preintermediate command of English based on an Oxford Placement Test were recruited for the study, and they were divided into three groups: PI, output, and control, with 33 learners in each group. Using a reading-span test, it was revealed that 14 subjects in the PI group, 15 participants in the output group, and 13 learners in the comparison group had low WM, while the rest individuals had high WM capacity. Then, a two-way between-group analysis of variance and a Bonferroni adjustment post hoc test were performed. The results of the analyses showed that both PI and output groups outperformed the control group. Additionally, there was no difference in grammar gain between PI and output groups. Besides, learners with high WM outperformed low WM individuals. 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| subjects | Curricula English as a second language English as a second language learning Grammar Grammar instruction Hypotheses Language acquisition Language Proficiency Language Skills Linguistics Memory Reading tests Second language learning Short term memory Students Teaching Teaching Methods Tense Traditional Grammar |
| title | The Effects of Processing Instruction and Output-Based Activities on Grammar Learning: The Mediating Role of Working Memory |
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