This paper reviews the basic literature on output hypothesis. Swain and LapkinĀs (1995) output hypothesis suggests that the performance, or output, of the second language learner can be used as not only an effective measurement tool of progress but also as a means of providing immediate feedback to the student. In the appropriate use of output, the student learner would work with an educator or a tool-based system in which their responses would be quickly and readily identified, scrutinized, and returned. Swain promoted the theory that the use of output would not only help encourage progressive language development but would also help the student gain fluidity in language use, specifically in regards to more difficult or distinctive problems and linguistic structures (Harley et al., 1990).
