摘要：The current research investigates the comparative effects of input-based and output-based task-induced activities on EFL learners' autonomy in writing. 35 learners were homogenized out of 70 Pre-intermediate EFL learners. The methodology was that at first session, a task of writing - similar to the writing tasks in their book- was given to all the participants in both experimental groups of input-based and output-based. During six treatment sessions some vocabularies related to the writing task is taught to the students. In input-based group the words are just taught and given to learners without asking them to use these words during the process of learning the lessons, but in the output-based group the teacher asks the students to produce the meaning of the words or try to use these vocabularies. At the seventh session, the same task is given to both groups as the post-test to see whether input and output-based instruction has positive effect on the results of their writing production. The writings are assessed in terms of measurements, fluency, accuracy and complexity. The data are analyzed using paired T-test. The paper concludes that output-based task-induced activities were more effective in improving learners' autonomy in Writing.
其他摘要：The current research investigates the comparative effects of input-based and output-based task-induced activities on EFL learners' autonomy in writing. 35 learners were homogenized out of 70 Pre-intermediate EFL learners. The methodology was that at first session, a task of writing - similar to the writing tasks in their book- was given to all the participants in both experimental groups of input-based and output-based. During six treatment sessions some vocabularies related to the writing task is taught to the students. In input-based group the words are just taught and given to learners without asking them to use these words during the process of learning the lessons, but in the output-based group the teacher asks the students to produce the meaning of the words or try to use these vocabularies. At the seventh session, the same task is given to both groups as the post-test to see whether input and output-based instruction has positive effect on the results of their writing production. The writings are assessed in terms of measurements, fluency, accuracy and complexity. The data are analyzed using paired T-test. The paper concludes that output-based task-induced activities were more effective in improving learners' autonomy in Writing.
