The present study aimed to investigate the comparative impacts of input-based and output-based activities on vocabulary knowledge of Iranian EFL learners. To fulfil this objective, 54 intermediate EFL students out of 70 from a private language institute were chosen through administering the Oxford Quick Placement Test (OQPT). The selected participants were divided into one control group (n = 18) and two experimental groups including the input-based group (n = 18) and the output-based group (n = 18). Afterwards, all three groups took a productive vocabulary test as pre-test. Then, the experimental groups received the treatment. The experimental group 1 (input-based group) received the instruction through input-based activities and the experimental group 2 (output-based group) received the instruction through output-based activities. The whole treatment lasted for 9 sessions of 50 min. After the treatment, the post-test of productive vocabulary test was administered to the all groups. Also, after two weeks, a delayed post-test was administered to the learners to examine the effect of different input and output-based activities on EFL learners’ vocabulary retention. The results of, one-way ANOVA, and Scheffe post hoc tests revealed that both input-based and output-based groups outperformed the control group on the post-test and delayed post-tests. However, there was not a significant difference between the performances of the experimental groups on the post-test and delayed post-tests. The findings provide further evidence that both input-based and output-based activities lead to both productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and output-based activities on vocabulary acquisition. The implications and suggestions for future research are also presented.

中文翻译：

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在中级英语学习者之间比较基于输入和基于输出的活动对词汇生产知识的有效性

本研究旨在调查基于输入和基于输出的活动对伊朗英语学习者的词汇知识的比较影响。为了实现这一目标，通过管理牛津大学快速入学考试（OQPT）从一所私立语言学院的70名中级EFL中选出了54名学生。选定的参与者分为一个对照组（n = 18）和两个实验组，包括基于输入的组（n = 18）和基于输出的组（n = 18）。之后，所有三个小组都进行了富有成效的词汇测试作为预测试。然后，实验组接受了治疗。实验组1（基于输入的组）通过基于输入的活动接收指令，实验组2（基于输出的组）通过基于输出的活动接收指令。整个治疗过程持续9分钟，每次50分钟。治疗后，对所有组进行生产性词汇测试的后测。同样，两周后，对学习者进行了延迟的后测，以检查基于输入和输出的不同活动对英语学习者词汇保留的影响。单向方差分析和Scheffe事后测试的结果表明，在测试后和延迟的测试后，基于输入和基于输出的组均优于对照组。但是，实验组在测试后和延迟测试后的表现之间没有显着差异。这些发现提供了进一步的证据，即基于输入和基于输出的活动都可以带来生产性词汇知识。大体，结果表明，基于输入和基于输出的活动对词汇习得的影响水平相似。还提出了对未来研究的意义和建议。