Output, Feedback, Technology, and L2 Vocabulary Learning

Abstract

The present study compared three types of L2 vocabulary learning methods to investigate the effect of output in relation to vocabulary feedback: No Output and No Feedback (NO-NF); Output and No Feedback (O-NF); and Output and Feedback (O-F). The O-F method employed technology-enhanced feedback to overcome limitations in providing timely feedback in class. A total of 100 undergraduates in Korea took a vocabulary pretest, were divided into three groups, and received instruction for six weeks according to the group in which they were placed. Following the instructional period, participants took a posttest and completed a student satisfaction survey. The vocabulary posttest results showed a significant difference between the NO-NF and O-F groups, as well as between the O-NF and O-F groups. Regarding student satisfaction, a significant difference was found between the NO-NF and O-F groups, as well as the O-NF and O-F groups. Interestingly, there was no significant difference between the NO-NF and O-NF groups in terms of student learning outcomes or student satisfaction. Overall, the O-F group performed the best on the vocabulary posttest, and earned the highest mean scores on the student satisfaction survey. Implications for teachers regarding L2 vocabulary learning are discussed accordingly.