The roles of input and output in interaction have always been seen as an entirety in the language-learning domain. Driven by three distinctive frameworks, earlier works suggested that the Interaction Hypothesis facilitates the Input Hypothesis and the Output Hypothesis in language development. This experimental study was designed to investigate the effects of pre-modified input, negotiated interaction and output in second language (L2) vocabulary comprehension and acquisition. A sample of 45 primary school ESL learners in Malaysia with similar first language (L1) background was divided into three groups (GPIO–premodified input, GINW–negotiated input without output, GINP–negotiated input with output). Each group learned the target vocabulary items with pictures through different approaches based on the corresponding independent variables. Data from the pre-test and three post-tests were then subjected to t-tests and ANOVA. This study replicates the findings of de la Fuente (2002), which suggested that negotiated interaction benefited L2 vocabulary comprehension, and provides explanation for the apparent exceptions in the study. Analysis also reveals that a fusion of negotiated interaction and output production had positive effects on both receptive and productive acquisition. This information can be used to develop targeted interventions by incorporating interactive tasks aimed at young ESL learners in everyday classrooms for vocabulary acquisition.

Keywords: Input; output; negotiated interaction; vocabulary acquisition; primary ESL learners

Bryman, A. (2016). Social Research Methods (5th ed.). Oxford, England: Oxford University Press.

Creswell, J. W. (2018). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (6th ed.). Upper Saddle River , NJ: Pearson Education.

Ministry of Education, (2012). Performance standard document KSSR English language year 3. Retrieved January 10, 2019 from KSSR Online website: https://onedrive.live.com/view.aspx?resid=E282FD7928D2FF3!706&app=Word%20Curriculum%20Development%20Centre.%20Ministry%20of%20Education,%20(2011).%20Standard%20document%20KSSR%20English%20language

DeKeyser, R. (2017a). Knowledge and skill in ISLA. In S. Loewen and M. Sato (Eds.). Routledge Handbook of Instructed Second Language Acquisition (pp. 15-32). London: Routledge.

de la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition. 24, 81-112.

Erlam, R. & Ellis, R. (2018). Task-based language teaching for beginner-level learners of L2 French: An exploratory study. Canadian Modern Language Review. 74(1), 1–26.

Gass, S. (2018). Input, Interaction, and the Second Language Learner. New York, NY: Routledge.

Hatch, E. (Ed). (1978). Second Language Acquisition: A Book of Readings. Rowley, MA: Newbury House.

Hazita, A. (2016). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: The Southeast Asian Journal of English Language Studies. 22(3), 65 – 78.

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London, England: Longman.

Laufer, B. (1990). Words you know: How they affect the words you learn. In J. Fisiak (Ed.). Further Insights into Contrastive Linguistics (pp. 573–593). Amsterdam, Netherlands: John Benjamins.

Lee, S. Y. (2019). Promoting active learning and independent learning among primary school student using flipped classroom. International Journal of Education, Psychology and Counseling. 4(30), 324-341.

Loewen, S. & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching. 51, 285-329.

Long, M. H. (1983). Native speaker/non-native speaker conversation in the second language classroom. In M. Clark, M. & Handscombe, J. (Eds.). On TESOL '82: Pacific Perspectives on Language Learning (pp. 207-25). Washington, D.C., WA: TESOL.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413–468). San Diego, CA: Academic Press.

Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal. 82, 338-356.

Ma, Q. & Lee, H.Y. (2019) Measuring the vocabulary knowledge of Hong Kong primary school second language learners through word associations: Implications for reading literacy. In: Reynolds, B. & Teng, M. (Eds.). English Literacy Instruction for Chinese Speakers. Palgrave Macmillan, Singapore.

Milton, J. (2009). Measuring Second Language Vocabulary Acquisition. Clevedon, England: Multilingual Matters.

Ng, L.L. & Sheila M. S. (2011). L2 vocabulary acquisition: The impact of negotiated interaction. GEMA OnlineTM Journal of Language Studies. 11(2), 5-20.

Nguyen, C. D. & Boers, F. (2018). The effect of content retelling on vocabulary uptake from a TED talk. TESOL Quarterly. 52 (1), 1-25.

Nunan, D. (1991). Language Teaching Methodology. London, England: Prentice Hall International.

Precintha, R. P. J., Yong, K. L. & Melor, M. Y. (2019). Hear me out! Digital storytelling to enhance speaking skills. International Journal of Academic Research in Business and Social Sciences. 9(2), 190–202.

Reza Raissi & Fazirah Mohd Nor. (2013, March). Teachers’ perceptions and challenges regarding the implementation of communicative language teaching (clt) in Malaysian secondary schools. Paper presented at Proceeding of the Global Summit on Education 2013. Malaysia: Universiti Teknologi Malaysia, March.

Rozmel, A. L., Zarina, O. & Khaidzir, I. (2018). E.X.P.E.R.T role play technique for workplace readiness. 3L: The Southeast Asian Journal of English Language Studies. 24(1), 128-144.

Saito, K. & Akiyama, Y. (2017). Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal

study. Language Learning. 67(1), 43–74.

Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Basingstoke, England: Palgrave Macmillan.

Shintani, N. (2011). Input-based tasks and the acquisition of vocabulary and grammar: A process-product study. Language Teaching Research. 16 (2), 253- 279.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In

S. Gass & C. Madden (Eds.). Input in Second Language Acquisition (pp. 235–253). Rowley, MA: Newbury House.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.). Principle and Practice in Applied Linguistics: Studies in Honor of William E. Rutherford (pp. 125–144). Oxford, England: Oxford University Press.

Wagner-Gough, J. & Hatch, E. (1975). The importance of input data in second language acquisition studies. Language Learning. 25, 297-307.

Wesche, M. B. & Paribakth, T. (1996). Assessing second language vocabulary. The Canadian Modern Language Review. 53, 13–41.