The Effects of Output Noticing in a Written Recall Task

This study investigates the effects of output with noticing in a written recall task. The participants were 46 university students who were enrolled in a course of listening and speaking. For the study, 20 out of the 46 students’ data were collected. The participants were divided into two groups: an input-only group and an input-output-input group. They carried out a multi-stage written recall task. They listened to the same passage twice and rewrote it. The result revealed that the input-output-input group was affected by noticing in their output recall protocols more than the input-only group.