Long-term effects of explicit versus implicit instruction on EFL writing

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...

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Bibliographic Details
Main Authors:	Huimin Ke, Yu Luo, Leslie Piggott, Rasmus Steinkrauss
Format:	Article
Language:	English
Published:	openjournals.nl 2021-12-01
Series:	Dutch Journal of Applied Linguistics
Subjects:	explicit/implicit instruction, EFL writing, longitudinal study, tense/aspect
Online Access:	https://platform.openjournals.nl/dujal/article/view/9361

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