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Ten single words and ten compounds were counterbalanced across tasks, and vocabulary gains were assessed across spontaneous use, form recall, meaning recall, and meaning recognition. Results favored input-based tasks for meaning recall and output-based tasks for form recall; no differences emerged for spontaneous use or meaning recognition.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/differential-effects-of-input-based-and-output-based-tasks-on-l2-vocabulary-learning/596217/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/differential-effects-of-input-based-and-output-based-tasks-on-l2-vocabulary-learning/596217.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about L2 vocabulary learning?","Question",{"text":63,"@type":64},"It investigates the differential effects of input-based and output-based tasks on L2 vocabulary learning. The study compares vocabulary gains across multiple sensitivity levels.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the experiment designed and who participated?",{"text":68,"@type":64},"The study used a quasi-experimental pretest-posttest within-participants design with sixty Vietnamese EFL university students. The experimental group completed four input tasks and four output tasks online.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings regarding input-based versus output-based tasks?",{"text":72,"@type":64},"Input-based tasks led to higher gains in meaning recall, while output-based tasks produced better scores for form recall. 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The study adopted a pretestposttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores atthe form recall level. No difference was found in the spontaneous use and meaning recognition tests.  \nRésumé  \nCet article rend compte d'une étude quasi expérimentale qui a exploré les effets différentielsdes tâches basées sur les entrées et les sorties sur l'apprentissage du vocabulaire L2 . L'étudea adopté une conception intra-participants prétest-post-test, avec soixante étudiants universitaires vietnamiens EFL. Les participants du groupe expérimental ont effectué quatre tâches d'entrée et quatre tâches de sortie dans un environnement d'apprentissage en ligne. Les éléments cibles (dix mots simples et dix composés) ont été contrebalancés entre lestâches. L'étude a mesuré les gains de vocabulaire à quatre niveaux de sensibilité : utilisationspontanée des éléments cibles, rappel de forme, rappel de sens et reconnaissance de sens. Les analyses ont montré que les tâches basées sur les entrées entraînaient des gains devocabulaire plus élevés au niveau du rappel de sens, tandis que les tâches basées sur lessorties entraînaient de meilleurs scores au niveau du rappel de forme. Aucune différence n'a été trouvée dans les tests d'utilisation spontanée et de reconnaissance de sens.  \nCanadian Journal of Applied Linguistics: 24, 3 (2021): 120-144  \nCJAL * RCLA Duong, Montero Perez, Desmet & Peters 121  \nDifferential effects of Input-based and Output-based Tasks on L2 Vocabulary  \nLearning  \nSecond language acquisition (SLA) research has demonstrated that learning gains from entirely meaning-focused instruction are often modest. Thus, researchers have proposed that learners’ attention should be directed to target linguistic elements in a meaning-centred activity to improve language acquisition (Schmidt, 2001) . This can be done through focused tasks (Ellis et al., 2002) . So far, research on focused tasks has been mostly concerned with grammar, not vocabulary learning (Keck et al., 2006), even though there is evidence that form-focused instruction is also essential for vocabulary (Laufer, 2005) . In addition, the effectiveness of focused tasks has been compared to entirely meaning-centred activities (e.g., de la Fuente, 2002) or Focus-on-Forms activities which focus on discrete, isolated, specific language forms rather than meaningful activities (e.g., Erlam & Ellis, 2018 ; Shintani, 2013, 2015) . Yet, studies in which different types of focused tasks have been compared are relatively scarce. Input-based and output-based tasks in particular have not been investigated with the same level of attention. Despite a large number of studies on output-based tasks (85 studies from 2006 to 2016 according to Plonsky and Kim’s (2016) meta-analysis), only a few studies have focused on input-based tasks. To fill those gaps, the current study investigates the differential effects of input-based and output-based tas","cbCaibMpAoC19Qlc","https://ap.wps.com/l/cbCaibMpAoC19Qlc","pdf",541549,25,"English","# Abstract\n# Background\n## Focused Tasks\n## Output-Based Tasks\n## Differential Effects on L2 Vocabulary Learning","[{\"question\":\"What does the study investigate about L2 vocabulary learning?\",\"answer\":\"It investigates the differential effects of input-based and output-based tasks on L2 vocabulary learning. The study compares vocabulary gains across multiple sensitivity levels.\"},{\"question\":\"How was the experiment designed and who participated?\",\"answer\":\"The study used a quasi-experimental pretest-posttest within-participants design with sixty Vietnamese EFL university students. The experimental group completed four input tasks and four output tasks online.\"},{\"question\":\"What were the main findings regarding input-based versus output-based tasks?\",\"answer\":\"Input-based tasks led to higher gains in meaning recall, while output-based tasks produced better scores for form recall. No differences were found for spontaneous use and meaning recognition.\"}]","Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning | PDF",1792082662,63]