The Impact of Collaborative Output Tasks-based Instruction on Iranian Intermediate EFL Learners’ Knowledge of Active/Passive Voice

Abstract

Abstract The present study was conducted to investigate the impact of collaborative output tasks on Iranian intermediate EFL learners’ knowledge of active/passive voice. The main question this study tried to investigate was whether there would be any significant difference between the means of the two participant groups in a grammar posttest if the groups were taught with two different teaching methods. The participants of the study comprised 40 EFL learners. They were divided into two experimental and control groups. Each group consists of 20 participants. The control group received the traditional treatment while the experimental group was taught active/passive voice through collaborative output tasks. Two similar tests were prepared as the pretest and posttest to measure the students’ active/passive voice knowledge at the beginning and end of the study. To analyze the data, a series of paired sample t-tests and independent sample t-tests were run. The results showed that participants in the experimental group had a better performance than the control group. Consequently, it was concluded that the utilization of collaborative output tasks in teaching active/passive voice led to a higher level of knowledge improvement.