The Role of Input-based and Output-based Language Teaching in Learning English Phrasal Verbs by Upper-intermediate Iranian EFL Learners

Farida Badri Ahmadi • Essa Panahandeh
Journal article Journal of Education and Learning • February 2016


The present study attempts to explore the impact of input-based and output-based pedagogical approaches on learning English phrasal verbs by upper-intermediate Iranian EFL learners. It also investigates whether there is any significant difference between Iranian male and female EFL learners regarding input-based and output-based language teaching. 73 upper-intermediate English learners participated in the study, 34 of whom were males and 39 of whom were females with an age range of 17 to 28 years old. They were divided into two intact homogeneous groups, one of which received input-based approach for teaching English phrasal verbs and the other one took advantage of output-based language teaching for the same phrasal verbs. A Test of Phrasal Verbs which is made by the researcher was used for both the pre- and post-test. Three descriptive analysis and independent-samples t-tests were used to analyze the data. Regarding the first research question, an independent-samples t-test analysis indicated that there was a significant difference between input-based and output-based instruction in teaching phrasal verbs. That is, output-based language teaching outperformed input-based language teaching and leads to better learning of the English phrasal verbs. The results of the second independent-samples t-test suggested that there was no significant difference between male and female Iranian EFL learners in output-based teaching of English phrasal verbs. The study also showed no significant difference between both genders in input-based teaching of English phrasal verbs. That is, input- and output-based instructions had no effect on genders in learning phrasal verbs.




Journal of Education and Learning

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