The Effectiveness of Input, Output, and Interaction in the Second Language Classroom
DOI:
https://doi.org/10.52760/jadila.v6i1.837Keywords:
English, Input, Interaction, Language, OutputAbstract
In learning a second language (English), the most important part is to master the input, output, and interaction processes. These three main components are inseparable parts when learning a language. Input is a way for someone to obtain information, remember every word heard, and understand the meaning of each word. Output is a continuation of the input stage. When someone has received language input and understands its meaning, they will carry out the output process to produce the language. In addition, an important stage in learning a second language is interaction. When learning a second language, it is better to interact with native speakers or people who are already fluent in the second language. Input, output, and interaction processes need to be applied in the classroom for second language learning. Teachers play an important role in guiding students and determining effective methods for developing students' second language (English). In reality, many teachers still have not been able to apply the input, output, and interaction processes effectively in the classroom. However, in this study, the researcher will present findings from the literature on teachers who apply input, output, and interaction processes in the classroom. In this study, the researcher focuses on the roles of input, output, and interaction in second-language learning in the classroom.
Downloads
References
Al-Zubidy, A., & Carver, J. C. (2019). Identification and Prioritization of SLR Search Tool Requirements: an SLR and a Survey. Empirical Software Engineering, 24, 139–169.
An, J., & Childs, A. (2023). Teacher Questions, Wait Time, and Student Output in Classroom Interaction in EMI Science Classes: An Interdisciplinary View. Studies in Second Language Learning and Teaching, 13(2), 471–493.
Custode, S. A., Bailey, J., Sun, L., Katz, L., Ullery, M., Messinger, D., Bulotsky-Shearer, R. J., & Perry, L. K. (2024). Preschool Language Environments and Social Interactions in an Early Intervention Classroom: A Pilot Study. Journal of Early Intervention, 46(3), 338–355.
Ellis, R. (1997). Second Language Acquisition. Oxford University Press.
Falah, I. F., Apsari, Y., Kusumah, R., Usamah, A., & Sari, A. K. P. (2025). Input and Output-Based Activities to Engage Primary School Students in Learning English. Journal of Lifestyle and SDGs Review, 5(3), e05562–e05562.
Huda, N. (2000). Kedudukan dan Fungsi Bahasa Asing (The Position and Function of Foreign Languages). H. Alwi Dan D. Sugono, Politik Bahasa: Risalah Seminar Politik Bahasa (Language Politics: Procedings of the Seminar on Language Politics), 59–78.
Izzan, A., & Mahfuddin, F. M. (2014). How to Master English. Kesaint Blanc.
Krashen, S. D. (1987). Applications of Psycholinguistic–. Methodology in TESOL: A Book of Readings, 33.
Long, M. H. (1980). Input, Interaction, and Second Language Acquisition. University of California, Los Angeles.
Meng, L., & Yin, H. (2023). Effects of Input Enhancement and Genre on L2 learners’ Performance in the Continuation Writing Task. Humanities and Social Sciences Communications, 10(1), 1–10.
Muho, A., & Kurani, A. (2011). The Role of Interaction in Second Language Acquisition. European Scientific Journal, 16(1), 44–54.
Noroozi, M. (2022). The Effect of Blended Learning through Meaning-Focused Input and Output Activities on Learning Collocations. MEXTESOL Journal, 46(4), n4.
Pakaya, M., & Rahman, D. S. (2021). The Input, Intake, and Interaction Process in Language Learning. European Journal of Research Development and Sustainability, 2(12), 146–150.
Pati, D., & Lorusso, L. N. (2018). How to Write a Systematic Review of the Literature. HERD: Health Environments Research & Design Journal, 11(1), 15–30.
Rhamadanty, W. A. U. (2024). From Input to Output: The Impact Of Interaction in English as a Second Language Acquisition in a Mandarin-Speaking Environment. The Academic: English Language Learning Journal, 9(2), 72–78.
Sun, P., & Yuan, R. (2018). Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students. Interactive Learning Environments, 26(2), 189–205.
Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. Teflin Journal, 26(2), 247.
Teng, M. F. (2024). Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory. Studies in Second Language Learning and Teaching, 14(4), 731–767.
Tripura, B. L., Ahmed, R., & Seraj, P. M. I. (2025). Exploring the Effect of Social Accommodation and Informal Input in Second Language Acquisition. Language, Technology, and Social Media, 3(1), 1–16.
Vold, E. T. (2025). Learner Spoken Output and Teacher Response in Second versus Foreign Language Classrooms. Language Teaching Research, 29(2), 751–785.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Maria Inggrita Vadeltine Panyat, Siti Munawarah, Hikmal Maulana Nasution, Muhammad Ibrahim, Dellis Pratika
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
_1.png)
