Survey the Effect of Output Tasks on Incidental Vocabulary Learning in Students

Abstract

The present study is a quasi-experimental pre-test post-test in design. 100 students with intermediate level
selected randomly. Among them, 80 students which are randomly selected as sample size and based on
their English professional scores. They all were Persian native speakers and were taking an English
course at English institutes in Tehran. Data collected by three instruments include the standardized
language proficiency test which was used for homogenizing the participants regarding students‟
proficiency level, another instrument is 75 vocabularies, multiple choice items to assess students‟
vocabulary proficiency level and the last instrument includes cloze and editing tasks. Data analysis was
done in two parts include descriptive analysis (frequencies, means, standard deviation) and inferential
analysis (Multivariate analysis and Levine test). The results of the study indicated that individual and
collaborative oral output tasks have significant effect on incidental vocabulary learning, furthermore, the
results revealed that individual and collaborative written output tasks have no significant effect on
incidental vocabulary learning.