The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production
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Michael Sadeghi
,
Reza Yadollahpour
and
Mostafa Pourhaji
Abstract
The present study investigated the effects of pre-task explicit instruction, input modality of task types, and working memory (WM) on the oral production of second language (L2) learners. It employed a 2 × 2 factorial design, randomly assigning 83 high school students to four groups based on instructional treatment (with or without pre-task explicit instruction) and task type (picture story-retelling vs. dictogloss task). Analysing the complexity, accuracy, and fluency of oral productions revealed that explicit instruction positively influenced the rate and accuracy of producing the target structure, but led to less complex and fluent output. The effects of task types were evident, with picture story-retelling being superior to dictogloss in various areas, suggesting the significance of the input modality of tasks in oral performance. Finally, WM positively affected accuracy and fluency, highlighting its role in input processing and L2 oral production. The findings help reconcile mixed results in the literature by unravelling a more nuanced relationship among pre-task explicit instruction, input configurations of task types, and WM in L2 oral performance. Therefore, they offer valuable insights for educators, researchers, and curriculum designers seeking to enhance language learning outcomes using tasks.
Funding source: School of Allied Medical Sciences, Shahid Beheshti University of Medical Science, Tehran, Iran
Award Identifier / Grant number: IR.SBMU.RETECH.REC.1401.833
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Research ethics: Ethics approval ID: IR.SBMU.RETECH.REC.1401.833. Ethics approval date: March 5th, 2023.
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Informed consent: Informed consent was obtained from all individuals included in this study, or their legal guardians or wards.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission. MS is responsible for conceptualizing the study, developing the materials, analyzing the data, and writing and revising the manuscript. RY is responsible for developing the materials, collecting and entering the data, and writing the manuscript. MP is responsible for conceptualizing the study, collecting data, and writing and revising the manuscript.
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Use of Large Language Models, AI and Machine Learning Tools: None declared.
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Conflict of interest: The authors state no conflict of interest.
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Research funding: This study was funded by School of Allied Medical Sciences, Shahid Beheshti University of Medical Science, Tehran, Iran.
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Data availability: The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.
Appendix A: Grammar handout used to teach the passive voice to experimental groups
Appendix B: The script used for the dictogloss and picture story-retelling
Appendix C: Picture strips for the story-retelling task
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