چکیده:
This study investigated the impact of interaction and output modality on vocabulary learning and retention of EFL learners. To investigate the impact of Interaction, solitary (n =69) and collaborative (n =62) groups served as experimental and No Interaction No Output (n =26) as control group. To address the effect of modality, spoken (n =39) and written (n =31) modalities served as experimental and No output modality (n =26) as control group. The study was done in 8 weeks. The groups read passages with target words highlighted. Solitary and collaborative groups reconstructed the passages individually or in dyads. The spoken and written modality groups reconstructed them in the respective modality. Then, pretest, immediate, and delayed posttests were administered. The ANOVA results showed that the collaborative group outperformed the other groups and spoken modality outperformed the written modality group focusing on interaction and modality separately. The 2×2×2 ANOVA results showed significant main effects for time, interaction, and output modality. An ‘interaction’ effect was found between time and interaction, time and modality, and modality and Interaction. The ‘interaction’ between time, Interaction, and modality was insignificant. The findings have implications for language teachers, syllabus designers, and language testing experts.
خلاصه ماشینی:
ir Abstract This study investigated the impact of interaction and output modality on vocabulary learning and retention of EFL learners.
Keywords: collaborative output, interaction, output modality, solitary output, vocabulary learning and retention Introduction The oft-cited Input Hypothesis (Krashen, 1985) is considered a turning point in second language acquisition (SLA) research.
The conclusion to be drawn from the studies on the impact of interaction on vocabulary learning is that interaction and collaboration through pair work and small group is beneficial theoretically and pedagogically.
Due to the fact that most of the studies investigated the impact of input modality, the present study addresses the question of the possible effect of output modality on the initial learning and later retention of the words.
Niu & Park (2014) investigated the effect of collaborative output, output modality, and word engagement in vocabulary learning and retention in Chinese context.
The results indicated that oral output and written output outperformed the reading- only group in terms of receptive and productive vocabulary in all the posttests.
While some research suggests that simultaneous presentation of information through different modalities may be helpful (see also Leahy, Chandler & Sweller, 2003; Mayer & Anderson, 1992), other studies suggest that adding to the modality of presentation may not assist learning (Solman, Singh & Kehoe, 1992; Wu & Solman, 1993).
Scheffe post hoc test for vocabulary learning for interaction / / The post- hoc results show that the difference between Solitary Output (SOPT) and Collaborative Output (COPT) groups is not significant at sig 0.
Pair- work Interaction and output modality were effective in vocabulary learning i.