The effects of input/output enhanced instructions on vocabulary and grammar gains in blended learning

Linguistic Research 36(Special Edition), 107-122. This paper is to examine the effects of the enhanced input and output on the acquisition of English grammatical items. To this end, input-enhanced instruction (processing instruction) with an output-enhanced instruction (dictogloss) was compared wherein the instruction is blended of off- and on-line classes. A total of 90 university students were assigned to three different classes, where one was meaning-based instruction, another input-enhanced group, and the last another output-enhanced group. The meaning-focused group used a video clip watching and performing ensuing activities for comprehension without any input or output treatment of the text in both on- and off-line. The input-enhanced group used audio tweaking enhancement techniques such as speed and volume adjustments, while the output-enhanced group performed dictogloss tasks in both on- and off-line. An immediate posttest after the semester was administered to assess the learners’ gain on vocabulary and grammar. The results gleaned that both input and output-enhanced groups performed significantly better in at least one component, but not both. The input group outperformed both meaning-focused group and output group in grammar gains, while the output group performed better in vocabulary gains. Pedagogic implications drawn from the current study are to teach vocabulary and grammar in two different blended modes of enhancement. (Korea National University of Education · Chungwoon University)