The Effects of Input-based and Output-based Techniques onLearners’ Performance of English Inversions

The present study explored the comparative effectiveness of three focus-on-form instructional techniques on Iranian learners’ ability to interpret, produce, and reconstruct English inversion structures. To do this, 122 participants were assigned to Processing Instruction, Text editing, Textual enhancement, and Control groups and received instructions. Results of repeated measures ANOVA showed the superiority of Processing Instruction and the possibility of transfer of training through this input-based technique to output tasks. The effectiveness of Textual Enhancement instructional technique in triggering changes in learners’ performance suggested that implicit instruction is not adequate for inducing the necessary cognitive processes needed for learning. The findings also indicated that output-based Text Editing technique could be effective in improving learners’ performance of the target structure and retaining the effects of instruction on delayed posttests. Based on the results of the study, teachers are encouraged to provide learners with opportunities to process both form and meaning through Processing Instruction.