Does the Order of Combining Structured Input and Output Tasks Make a Difference in the Interpretation and Production of Language Forms? The Case of English Causative Verbs

Given the undeniable roles that isolated input-based and output-based instructional approaches have in L۲ instruction, the recent avenue of research has focused on the potentials of combining the two approaches. However, there have been few attempts to investigate whether the order of providing comprehension and production tasks in combined options might yield different results. This study aimed to examine the relative effectiveness of two combined approaches, suggested by the researcher, in which structured input and output tasks were presented in two opposite sequences: structured input-output (SIO) and structured output-input (SOI). It also aimed at examining learners’ views about the two options. The target structure was English causative verbs. Two sets of structured input and output tasks were created using VanPatten’s (۲۰۰۲) guidelines. Participants included ۷۴ Iranian EFL students from two intact classes selected via convenient sampling. The SIO group received input tasks before they were made to produce the target structure, while the SOI learners were first given the opportunity to use the target form before being exposed to input activities. Within-group comparisons of their performance on sentence-level interpretation and production tests administered before, immediately after, and one month following instruction indicated both groups improved in their knowledge of the form from pretest to the two posttests. However, only the SIO group maintained its improvement in interpretation and production of the form between the two posttests. Between-group comparisons revealed no significant difference between the two groups on both interpretation posttests. However, SIO sequence produced higher results in the delayed production posttest. The learners’ views on the instructional options elicited via a four-item survey also confirmed the results. The findings can provide a guideline for teachers and designers of language programs to consider the potentials of combining comprehension and production practice, particularly in SIO order, in the development of language forms.