Research has underscored the separate role of output to promote processing instruction (PI) effects in language learning. Yet, there is a need to scrutinize the interplay between structured output (SO) and unstructured output (USO) within PI to understand how innovative combinations may enhance ultimate educational attainment. The present quasi-experimental study investigated the possible effects of PI with/without SO and USO on learners’ short-term and long-term automatic and non-automatic explicit knowledge of English passive structure. A homogeneous sample of 115 Intermediate learners of English as a foreign language (EFL) in intact groups was selected and randomly assigned to four experimental groups (PI, PI+SO, PI+USO, and PI+SO+USO). We administered parallel timed and untimed grammaticality judgment tests (GJT) to measure learning. Kruskal–Wallis, Mann–Whitney, Friedman, and Wilcoxon Signed Rank Tests revealed that the PI+SO+USO group outperformed the other groups. The findings underscore the significance of adding SO and USO to PI in promoting grammar knowledge and offer several pedagogical implications.

研究强调了输出在促进语言学习中的加工指令 (PI) 效果方面的单独作用。然而，有必要仔细研究 PI 中结构化输出 (SO) 和非结构化输出 (USO) 之间的相互作用，以了解创新组合如何提高最终的教育成就。目前的准实验研究调查了带有/不带有 SO 和 USO 的 PI 对学习者短期和长期自动和非自动显性英语被动结构知识的可能影响。选取完整组中的 115 名英语作为外语 (EFL) 中级学习者的同质样本，随机分配到四个实验组（PI、PI+SO、PI+USO 和 PI+SO+USO）。我们进行了平行的定时和不定时语法判断测试（GJT）来衡量学习。Kruskal-Wallis、Mann-Whitney、Friedman 和 Wilcoxon 符号秩检验表明 PI+SO+USO 组优于其他组。研究结果强调了在 PI 中添加 SO 和 USO 在促进语法知识方面的重要性，并提供了一些教学意义。