Analysis of elementary school English teachers' designs and implementations of comprehensible input to output Online publication date: Mon, 13-Dec-2021
by Chin-Wen Chien
International Journal of Teaching and Case Studies (IJTCS), Vol. 12, No. 4, 2021
Abstract: This study analysed 31 Taiwanese elementary school English teachers' designs and implementations of inputs and outputs in a required course of an endorsement program for in-service English teachers. The analysis of the lesson plans, peers' comments, participants' reflections, and interviews reached the following findings. Firstly, participants regarded the input and output as comprehensible when they designed the dialogue on contexts relevant to their students' lives and experiences. Secondly, learners could produce comprehensible output in the tasks that were diversified, interactive, authentic, and even explained using explicit instructions. Thirdly, designing the topic-based dialogues on a meaningful context as the input and speaking tasks as the output was challenging for the participants due to their lack of competence and experience. A framework on effective designs and implementations of comprehensible input and output were provided for language teachers.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Teaching and Case Studies (IJTCS):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook