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Enhancing English Vocabulary Retention Among Iranian Trainee Teachers Through Literature-Based Interactive Input-Output Tasks | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 6، دوره 10، شماره 1، تیر 2022، صفحه 57-78 اصل مقاله (1.09 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2022.27233.1315 | ||
| نویسندگان | ||
| Sara Salehpour1؛ Biook Behnam* 2؛ Zohreh Seifoori3 | ||
| 1PhD Candidate in TEFL, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 2Associate Professor in TEFL, Department of English, Faculty of Literature and Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz, Iran https://orcid.org/0000-0002-8936-0701 | ||
| 3Associate Professor in TEFL, Department of English, Faculty of Literature and Foreign Languages, Science and Research Branch, Islamic Azad University, Tehran,, Iran https://orcid.org/0000-0002-4296-8226 | ||
| چکیده | ||
| To surmount the obstacles a deficient productive vocabulary retrieval places in the way of EFL teachers, the current study sought to ascertain whether or not involving trainee teachers in interactive input-output activities enhance their vocabulary retention. To this end, a convenience sample including 49 Iranian EFL trainee teachers were recruited to take part in a quasi-experimental pretest-posttest-delayed posttest study. Having been grouped into three comparison groups, the participants were exposed to the same literary texts; however, the differential treatment of the study entailed three different interaction modes (individual, collaborative, and collaborative-cooperative) and two types of input / output processing (non-reciprocal and reciprocal). A repeated measure analysis of covariance (RM ANCOVA) was performed on the participants’ achievements in the pre- post- and delayed posttest measures and the results revealed that the two groups involved in literature-based interactive (collaborative and collaborative-cooperative) reciprocal input-output activities showed significantly higher levels of vocabulary retention compared to the group exposed to literature-based individual non-reciprocal input-output tasks. Additionally, contributing to significantly higher levels of long-term retention, the collaborative-cooperative mode of interaction was found to be more effective than the collaborative one. The findings corroborated the need for including literature-based interactive input-output tasks in EFL teacher training curriculum. | ||
| کلیدواژهها | ||
| input-output tasks؛ interactive vocabulary learning؛ literature-based approach؛ teacher training course؛ vocabulary retention | ||
| مراجع | ||
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