{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113343"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113343","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Effects of input-and output-based instruction on the acquisition of English articles","abstract":"The present study aims to explore the effectiveness of input- and output-based instruction on the acquisition of English articles regarding definiteness and genericity. For this study, 21 participants were recruited from the University of Illinois at Urbana-Champaign, including 15 second-language English speakers and six native English speakers. The L2 participants were randomly assigned to either an input-based or an output-based instruction group. They completed an online grammar pretest, an online grammar instruction, and an online grammar posttest. The online pretest and posttest comprised an acceptability judgment task and an elicited production task to measure L2 participants’ understanding of definiteness and genericity. Each instructional packet included English article instructional videos and four activities. The input-based instruction directed participants to connect the form of the article and its meaning via activities. The output-based instruction directed participants to produce a target form through output practice. The native English speakers were included to provide a baseline; however, they did not participate in the intervention. The results show that the L2 participants performed well in four of the five categories of the pretest, and their performances met the targets of all categories of the posttest. Thus, it is difficult to confirm that any type of intervention improved the L2 participants’ acquisition of articles. However, it was found that both instructions helped the L2 participants to acquire NP-level genericity.","abstract_html":"The present study aims to explore the effectiveness of input- and output-based instruction on the acquisition of English articles regarding definiteness and genericity. For this study, 21 participants were recruited from the University of Illinois at Urbana-Champaign, including 15 second-language English speakers and six native English speakers. The L2 participants were randomly assigned to either an input-based or an output-based instruction group. They completed an online grammar pretest, an online grammar instruction, and an online grammar posttest. The online pretest and posttest comprised an acceptability judgment task and an elicited production task to measure L2 participants’ understanding of definiteness and genericity. Each instructional packet included English article instructional videos and four activities. The input-based instruction directed participants to connect the form of the article and its meaning via activities. The output-based instruction directed participants to produce a target form through output practice. The native English speakers were included to provide a baseline; however, they did not participate in the intervention. The results show that the L2 participants performed well in four of the five categories of the pretest, and their performances met the targets of all categories of the posttest. Thus, it is difficult to confirm that any type of intervention improved the L2 participants’ acquisition of articles. However, it was found that both instructions helped the L2 participants to acquire NP-level genericity.","abstract_has_math":false,"creators":["Ahn, Eunjeong"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Ionin, Tania","Sadler, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:56:14Z","date_published":"2022-01-12T22:56:14Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Input-based instruction","English articles","Grammar intervention"],"languages":["en"],"rights":["Copyright 2021 Eunjeong Ahn"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113343","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ionin, Tania","Sadler, Randall"]},{"key":"dc:creator","label":"Author","values":["Ahn, Eunjeong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:56:14Z","2024-01-12T22:56:20Z","2021-07-22","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Input-based instruction","English articles","Grammar intervention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Eunjeong Ahn"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113343"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The present study aims to explore the effectiveness of input- and output-based instruction on the acquisition of English articles regarding definiteness and genericity. For this study, 21 participants were recruited from the University of Illinois at Urbana-Champaign, including 15 second-language English speakers and six native English speakers. The L2 participants were randomly assigned to either an input-based or an output-based instruction group. They completed an online grammar pretest, an online grammar instruction, and an online grammar posttest. The online pretest and posttest comprised an acceptability judgment task and an elicited production task to measure L2 participants’ understanding of definiteness and genericity. Each instructional packet included English article instructional videos and four activities. The input-based instruction directed participants to connect the form of the article and its meaning via activities. The output-based instruction directed participants to produce a target form through output practice. The native English speakers were included to provide a baseline; however, they did not participate in the intervention. The results show that the L2 participants performed well in four of the five categories of the pretest, and their performances met the targets of all categories of the posttest. Thus, it is difficult to confirm that any type of intervention improved the L2 participants’ acquisition of articles. However, it was found that both instructions helped the L2 participants to acquire NP-level genericity.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Eunjeong Ahn, accepted the attached license on 2021-07-21 at 08:28.","The student, Eunjeong Ahn, submitted this Thesis for approval on 2021-07-21 at 08:37.","This Thesis was approved for publication on 2021-07-22 at 10:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17040 on 2022-01-12 at 13:05:25","Made available in DSpace on 2022-01-12T22:56:14Z (GMT). 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For this study, 21 participants were recruited from the University of Illinois at Urbana-Champaign, including 15 second-language English speakers and six native English speakers. The L2 participants were randomly assigned to either an input-based or an output-based instruction group. They completed an online grammar pretest, an online grammar instruction, and an online grammar posttest. The online pretest and posttest comprised an acceptability judgment task and an elicited production task to measure L2 participants’ understanding of definiteness and genericity. Each instructional packet included English article instructional videos and four activities. The input-based instruction directed participants to connect the form of the article and its meaning via activities. The output-based instruction directed participants to produce a target form through output practice. The native English speakers were included to provide a baseline; however, they did not participate in the intervention. The results show that the L2 participants performed well in four of the five categories of the pretest, and their performances met the targets of all categories of the posttest. Thus, it is difficult to confirm that any type of intervention improved the L2 participants’ acquisition of articles. However, it was found that both instructions helped the L2 participants to acquire NP-level genericity.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Eunjeong Ahn, accepted the attached license on 2021-07-21 at 08:28.","The student, Eunjeong Ahn, submitted this Thesis for approval on 2021-07-21 at 08:37.","This Thesis was approved for publication on 2021-07-22 at 10:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17040 on 2022-01-12 at 13:05:25","Made available in DSpace on 2022-01-12T22:56:14Z (GMT). No. of bitstreams: 2 AHN-THESIS-2021.pdf: 1658583 bytes, checksum: 907b41d95ac8934990ff970cfeceb484 (MD5) LICENSE.txt: 4209 bytes, checksum: 15807d5559299a7e55eca67a36c29e4a (MD5) Previous issue date: 2021-07-22","Embargo set by: Seth Robbins for item 121272 Lift date: 2024-01-12T22:56:20Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113343"],"dc:language":["en"],"dc:rights":["Copyright 2021 Eunjeong Ahn"],"dc:subject":["Input-based instruction","English articles","Grammar intervention"],"dc:title":["Effects of input-and output-based instruction on the acquisition of English articles"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Teaching of English Sec Lang"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}