Input or Output Oriented Tasks? A Question of Teaching Vocabulary in EFL Context

This research aimed at comparing the effectiveness of Outputoriented and Inputoriented tasks on improving EFL learners’ vocabulary achievement. To reach their objective, the researchers ran a quasiexperimental pretest posttest design with 64 Iranian EFL learners. After eliminating the initial differences among the participants, the Inputoriented group (IOG) received glossing tasks followed by selected reading passages, while the Outputoriented group (OOG) received gapfilling and composing/discussing tasks. Actively participating in 15 sessions of taskbased vocabulary learning, both IOG and OOG performed on a vocabulary achievement test constructed and validated by the researchers (Cronbach α=.732). Despite the considerable improvement of the participants’ vocabulary knowledge, statistical findings failed to support the superiority of neither input nor output oriented tasks to make a meaningful difference in improving the Iranian EFL learners’ vocabulary achievement. Some implications and suggestions provided for further research.