Long-term effects of explicit versus implicit instruction on EFL writing
This study investigated the long-term effectiveness of explicit versus implicit instruction in a classroom setting. The participants were 114 Dutch secondary school students learning English as an L2; a control group received explicit and an intervention group received implicit instruction in a mea...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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openjournals.nl
2021-12-01
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| Series: | Dutch Journal of Applied Linguistics |
| Subjects: | |
| Online Access: | https://platform.openjournals.nl/dujal/article/view/9361 |
| _version_ | 1817986926054998016 |
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| author | Huimin Ke Yu Luo Leslie Piggott Rasmus Steinkrauss |
| author_facet | Huimin Ke Yu Luo Leslie Piggott Rasmus Steinkrauss |
| author_sort | Huimin Ke |
| collection | DOAJ |
| description |
This study investigated the long-term effectiveness of explicit versus implicit instruction in a classroom setting. The participants were 114 Dutch secondary school students learning English as an L2; a control group received explicit and an intervention group received implicit instruction in a meaning-based context for two academic years. Instructional effects were measured via a timed writing task. The writing products of the two groups were compared in terms of holistic quality, writing complexity, accuracy and fluency. The results revealed that explicit and implicit instruction were equally effective in terms of promoting global writing proficiency, writing complexity and fluency. Regarding accuracy, interesting differences were found in the learners’ command of tense/aspect related verb phrases. The findings suggest that the benefit of explicit instruction lies in the use of correct verb forms, whereas the benefit of implicit instruction lies in the correct choice of tense/aspect in the communicative context.
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| first_indexed | 2024-04-14T00:15:32Z |
| format | Article |
| id | doaj.art-d4669466d176405981cd8f3073e66483 |
| institution | Directory Open Access Journal |
| issn | 2211-7253 |
| language | English |
| last_indexed | 2024-04-14T00:15:32Z |
| publishDate | 2021-12-01 |
| publisher | openjournals.nl |
| record_format | Article |
| series | Dutch Journal of Applied Linguistics |
| spelling | doaj.art-d4669466d176405981cd8f3073e664832022-12-22T02:23:08Zengopenjournals.nlDutch Journal of Applied Linguistics2211-72532021-12-011010.51751/dujal9361Long-term effects of explicit versus implicit instruction on EFL writingHuimin Ke0Yu Luo1Leslie Piggott2Rasmus Steinkrauss3University of GroningenUniversity of GroningenUtrecht UniversityUniversity of Groningen This study investigated the long-term effectiveness of explicit versus implicit instruction in a classroom setting. The participants were 114 Dutch secondary school students learning English as an L2; a control group received explicit and an intervention group received implicit instruction in a meaning-based context for two academic years. Instructional effects were measured via a timed writing task. The writing products of the two groups were compared in terms of holistic quality, writing complexity, accuracy and fluency. The results revealed that explicit and implicit instruction were equally effective in terms of promoting global writing proficiency, writing complexity and fluency. Regarding accuracy, interesting differences were found in the learners’ command of tense/aspect related verb phrases. The findings suggest that the benefit of explicit instruction lies in the use of correct verb forms, whereas the benefit of implicit instruction lies in the correct choice of tense/aspect in the communicative context. https://platform.openjournals.nl/dujal/article/view/9361explicit/implicit instruction, EFL writing, longitudinal study, tense/aspect |
| spellingShingle | Huimin Ke Yu Luo Leslie Piggott Rasmus Steinkrauss Long-term effects of explicit versus implicit instruction on EFL writing Dutch Journal of Applied Linguistics explicit/implicit instruction, EFL writing, longitudinal study, tense/aspect |
| title | Long-term effects of explicit versus implicit instruction on EFL writing |
| title_full | Long-term effects of explicit versus implicit instruction on EFL writing |
| title_fullStr | Long-term effects of explicit versus implicit instruction on EFL writing |
| title_full_unstemmed | Long-term effects of explicit versus implicit instruction on EFL writing |
| title_short | Long-term effects of explicit versus implicit instruction on EFL writing |
| title_sort | long term effects of explicit versus implicit instruction on efl writing |
| topic | explicit/implicit instruction, EFL writing, longitudinal study, tense/aspect |
| url | https://platform.openjournals.nl/dujal/article/view/9361 |
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