The Input vs. Output Instructions: Does It Work in Korean Primary School Contexts?

The Input vs. Output Instructions: Does It Work in Korean Primary School Contexts?

Three different theoretic positions were tested through the experimental study designed to investigate the effects of L2 learning in Korean primary school EFL context under two different conditions: Input-based vs. Output-based. Input theory suggests that comprehensible input alone is sufficient for acquisition to take place, while the output theory proposes the important role of comprehensible output in acquisition. On the other hand, a dual processing theory suggests that input practice is better for comprehension, while the output practice, for production. The findings showed that (1) the output-based instruction worked better than the input-based one on the listening and speaking tests; (2) the low level learners were more likely to be affected by a dual-processing model, when compared in terms of their proficiency levels; and (3) the input-based and output-based instructions were influenced by L2 learners' intrinsic motivation and Willingness to Communicate (WTC) respectively or vice versa. Therefore, we should take into account L2 learners' individual differences when deciding which instructional type to use.