Mark Feng Teng
Abstract This study investigates the effectiveness of input-based versus output-based instruction on vocabulary acquisition among young, beginner EFL learners. Ninety-three Chinese first-graders were randomly assigned to an Input task group, an Output task group, or a Control group. Over an intensive eight-lesson intervention, participants were taught 64 target nouns and adjectives. Receptive vocabulary knowledge was measured via a Picture Vocabulary Test at pre-test, immediate post-test, and delayed post-test (two weeks later). A Generalized Linear Mixed Model (GLMM) analysis revealed significant Group × Time interactions. Both experimental groups showed substantial and statistically equivalent gains over the Control group at both post-tests, with no significant difference between Input and Output conditions. The probability of a correct response surged from a baseline of 0.2% to approximately 5.5% immediately after instruction, declining to about 1.3% at the delayed test but remaining significantly higher than the Control group’s near-zero probability. The findings suggest that, for developing initial receptive vocabulary knowledge in young beginners, well-designed input-based tasks are as effective as output-based tasks. The results support a flexible, balanced pedagogical approach, beginning with input to establish form-meaning connections, while emphasizing the critical need for spaced repetition to counteract attrition and ensure long-term retention.