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Abstract
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The debate concerning the superiority of processing instruction (PI) over meaning output instruction (MOI) has been an active research domain, with calls for further studies to ascertain whether the two approaches benefit L2 learners differently or equally across typologically different languages. Additionally, while a plethora of studies have explored the effects of output-based instruction on Iranian EFL learners, very little research has been conducted about the comparative effects of PI and MOI on Iranian EFL learners` developing systems. To address this issue, this study compares the relative effects of PI and MOI on L2 learners` performance in both interpretation and production tasks for the English passive form. For this purpose, 120 pre-intermediate EFL Iranian learners consisting of both males and females from ages 13 to 16 participated in a pretest-posttest study. Following an initial proficiency test and pretest, the learners were randomly divided into three groups: a PI group, a MOI group, and a control group. Learners who had scored less than 5 points received either input-based or output-based instruction and a posttest. A one-way ANOVA with a Post-hoc Scheffe test was used to measure their respective performances. The results strongly demonstrated that the two treatment groups performed significantly better than the control group. As to interpretation, while both the MOI and PI groups improved significantly as compared with the control group, the gains of the latter group were statistically more significant than those of the former. Concerning the production skills, both the PI and MOI group improved significantly, but no difference was found between their achievements. Therefore, both PI and MOI are pedagogically effective; yet, PI was found to be superior to the MOI with respect to interpretation. Overall, these findings imply that for changing L2 learners` developing system, PI can be an effective pedagogical intervention.
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