A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners

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The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners. (2013, background): “It extended the study by Shintani (2011) by including adjectives as well as nouns as the target items.”
TBLT implementation and evaluation: A meta-analysis (2019, methodology): “Syllabi based on TBLT have been implemented and evaluated program-wide in a variety of contexts around the world (e.g. Burwell et al., 2009; Shintani, 2011; Van den Branden, 2006).”
English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “Similarly, Shintani (2011, 2013) compared the effectiveness of comprehension-based instruction and production-based instruction on English vocabulary learning among Japanese children (6–8-year-olds).”
In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “As Skehan (2002) pointed out in a response to an earlier flurry of charges from Bruton (2002a), it is Bruton’s favored language-based, lockstep PPP, delivered following the dictates of a one-size-fits-all commercial textbook, which really undermines the teacher’s creativity and decision-making role.”