The Effects of Input-based vs. Output-oriented Focus-on-form Instructions on the Acquisition of English Present Perfect Tense and Passive Voice

This study compares an input-based focus-on-form instruction (Processing instruction) with an output-oriented focus-on-form instruction (dictogloss) to examine their effects on the acquisition of English present perfect tense and passive voice by Korean EFL leaners. A total of 145 university students were assigned to six different groups according to their language proficiency level and different types of grammar instruction. A pretest waw given in Week 1, and the instructional treatments lasted for 6 weeks from Week 2 through Week 7. Processing implementing textual enhancement techniques such as circling and underlining were used for input-based instruction, while a modified dictogloss task was used for output-oriented instruction. An immediate posttest was administered in Week 8 and the delayed posttest in Week 15 to assess the learners’ progress and retention. The results of the immediate posttest showed that the dictogloss group performed significantly better than the processing instruction group in low-intermediate groups when learning these target structures. However, no significant differences were observed in advanced groups. Moreover, positive effects of dictogloss were identified in the delayed posttest in both proficiency levels. Thus, it may be inferred that output-oriented instruction is more effective than input-based instruction in promoting learners' acquisition of these target structures in Korean EFL context.