Affiliation:
1. Department of English China University of Geosciences Wuhan Hubei Province PR China
2. Department of English Huazhong University of Science and Technology Wuhan Hubei Province PR China
Abstract
AbstractTo determine the effects of explicit instruction (EI) and potential moderators in second/foreign language (L2) teaching, this study meta‐analyzed 28 primary reports (a total of 67 unique samples, N = 3754). The main results show that EI was significantly effective in facilitating L2 development, with effect sizes ranging from moderate to large magnitudes (d = 1.07 and 0.81 for within‐and between‐group contrasts, respectively). Moderator analyses show that EI type, practice type, delivery mode, length and intensity of treatment, the type of outcome measures, as well as the reporting practices of the validity and reliability of outcome measures moderated differentially the effects of EI. The findings offer important pedagogical implications for teacher‐practitioners to enhance the efficacy and efficiency of EI.
Reference87 articles.
1. *Adrada‐Rafael S.(2014).Degrees of instructional explicitness depth of processing learning styles and l2 development: A study on the Spanish imperfect subjunctive[Unpublished doctoral dissertation]. Georgetown University Washington DC.
2. Effects of task repetition and EFL proficiency on English speech act production;*Ahmadi H.;Arab World English Journal,2017
3. Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role?
4. Effectiveness of inductive and deductive methods in teaching grammar;*Alzu'bi M. A.;Advances in Language and Literary Studies,2015
5. Deductive and inductive methods in teaching tenses;*Arifin S.;Journal of ELT Research,2016
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献