The Effect of Output Tasks on the Noticing and Learning English Passive Structure

This study was an attempt to investigate whether output tasks, i.e., reconstruction and picturecuedwriting tasks, promote learners’ noticing of English passive structure compared to nonoutputtasks, i.e., reading comprehension and if so, which output task is more effective inenhancing learners’ noticing. In addition, this study aimed to investigate whether output tasksfacilitate learning of English passive structure better than non-output tasks and if so, which one ismore effective. To this end, 45 pre-intermediate female students at Safir Language Academy inIran were divided into three groups: reconstruction, picture-cued writing, and control. The resultsindicated that noticing across the three groups was equally improved, with the output tasks notleading to greater noticing in comparison with the non-output task. According to the results, allthe three groups performed significantly better on post-production test but no improvement wasfound on post-recognition test.