The effects of technology- and non-technology-based vocabulary learning activities on Saudi EFL learners’ pushed output vocabulary learning title

Abstract

Since the output hypothesis was originally developed by Swain (1985; 1993), it has retained its relevance for teaching and learning. Pannell et al (2017) subsequently embedded the output hypothesis firmly in language studies and teaching and saw it as critical for encouraging learning. Pushed output was defined by Ellis (2003, p. 349) as “output that reflects what learners can produce when they are pushed to use target language accurately and concisely”. Similar to the output hypothesis, technology adoption in the classroom is also becoming recognised as a viable – indeed crucial - tool for students and teachers (DFE, 2019). However, there is a gap in the research revolving around how technology and pushed output can be combined to engender improvements in vocabulary learning. This thesis will thus compare three conditions (pushed email, a pushed class and a non-pushed class) in terms of their effects on vocabulary learning. These three conditions are within-subject design, so all the participants in the study experienced the same conditions in a different order. A mixed-methods approach was used to collect the data. The thesis used a productive test, a vocabulary knowledge scales test and a questionnaire to seek answers to the set research questions. The participants were 54 adult Saudi EFL students recruited from third-year English specialisation classes at Albaha University, Saudi Arabia. The design of the study consisted of three groups, three conditions and three target vocabulary sets to compare learners being taught via traditional methods without pushed output, learners being taught with pushed output, and learners using email pushed output. In both the productive and vocabulary knowledge scales tests, the results reveal that learners who did vocabulary learning exercises via pushed output significantly outperformed those who completed exercises without pushed output, in both the short and long terms. Moreover, the results reveal that students who completed their exercises via email outside the class using pushed output had a greater effect size than those who engaged in pushed output in the classroom. Additional analysis compared the students’ work to determine the impact of language instruction on vocabulary size and lexical errors. It analysed the students' lexical choices in their writing and the form of their errors in a pushed email, a pushed class, and a non-pushed class. It was found that pushed email resulted in larger vocabulary capacities. Both a pushed class and a pushed email were found to be optimal scenarios for improving lexical choices and form of error over time. In terms of vocabulary size, the results showed pushed email to be the optimal condition for vocabulary use vis-a-vis a pushed class and a non-pushed class. ii The questionnaire confirmed that the students had positive attitudes towards using email for learning vocabulary. The results suggest additional research is needed into technology-enhanced vocabulary learning activities for speaking skills over the long term using the pushed output approach. Such studies could increase the sample size and conduct comparative research with other countries across the Middle East