The Effects of Processing Instruction and Output-Based Activities on Grammar Learning: The Mediating Role of Working Memory

Q3 Social Sciences Education Research International Pub Date : 2022-11-22 DOI:10.1155/2022/3704876
Indrajit Patra, Tirto Suwondo, Aisha Mohammed, T. Alghazali, Doaa Abd AL-Hadi Mohameed, I. N. Hula, Hossein Kargar Behbahani
{"title":"The Effects of Processing Instruction and Output-Based Activities on Grammar Learning: The Mediating Role of Working Memory","authors":"Indrajit Patra, Tirto Suwondo, Aisha Mohammed, T. Alghazali, Doaa Abd AL-Hadi Mohameed, I. N. Hula, Hossein Kargar Behbahani","doi":"10.1155/2022/3704876","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45901,"journal":{"name":"Education Research International","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education Research International","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1155/2022/3704876","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 5

Abstract

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.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
加工教学和输出活动对语法学习的影响:工作记忆的中介作用
加工教学是一种基于输入加工理论的基于输入的语法教育方法,而输出是第二语言习得成功的另一个要素。本研究旨在探讨PI和基于输出的活动对英语将来时学习的影响以及工作记忆(WM)能力的中介作用。为此,我们招募了99名在牛津分班考试(Oxford Placement Test)中具有中级英语水平的受试者,将他们分为PI、输出和控制三组,每组33名学习者。通过阅读广度测试,结果显示,PI组有14人、输出组有15人、对照组有13人具有较低的读写能力,其余个体具有较高的读写能力。然后,进行双向组间方差分析和Bonferroni调整事后检验。分析结果表明,PI组和输出组的表现都优于对照组。此外,在PI组和输出组之间,语法增益没有差异。此外,高WM的学习者表现优于低WM的学习者。本研究的教学意义在于,基于PI和输出的活动可以帮助教师实施有效的策略来提高二语学习者的知识和意识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Education Research International
Education Research International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
0.00%
发文量
212
审稿时长
21 weeks
期刊最新文献
Challenges of Employing the Underlying Tenets of English as an International Language in Iran Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills Competence Assessment of Team of Specialists under the Organization and Personnel Department at Public Universities in Vietnam The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1