The Impact of Noticing and Output Tasks on the Mastery of English Phrasal Verbs among Iranian Pre-intermediate EFL Learners

Neda Mohammadi, Farid Ghaemi


The present convergent parallel mixed methods design study aimed at examining the effects of noticing and output tasks on the mastery of English phrasal verbs among Iranian pre-intermediate EFL learners. To do so, a sample of 90 EFL students, male and female, was selected out of 120 initial participants through a PET test who were then assigned into three experimental groups of noticing, output and noticing and output tasks. From among the same learners, ten were asked to answer eight interview questions, too. At the start, a pretest of 40-item phrasal verbs was administered with the three groups. After receiving their special treatments, the three groups took a posttest. Running a repeated-measures two-way ANOVA, the first three research questions’ answers were positive, but the third question’s answer was negative. That is, no difference whether noticing, output, or noticing and output tasks are used, they all caused significant improvements from the pretest to posttest. Moreover, utilizing both noticing and output tasks together had a greater positive effect, which led to a negative answer to the fourth research question. The results of the qualitative data analysis also show that majority of the participants believed in the effectiveness of the strategies.


Language acquisition, Noticing tasks, Output tasks, Phrasal verbs, Vocabulary

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