All student groups preferred explicit over implicit grammar instruction¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When given a choice between implicit and explicit grammar instruction, all groups preferred explicit instruction. → Daloglu 2020

Evidence¶

Daloglu 2020¶

Daloglu, A. (2020). EFL Students' Beliefs about How They Learn Grammar Best. English Language Teaching, 13(10). https://doi.org/10.5539/elt.v13n10p158

q2 · i? · associational · r2

Descriptive survey results from 927 preparatory and undergraduate students. The article reports that "students preferred explicit focus over implicit learning of grammar" on these paired items.

"The results for Item 13 (“When teaching grammar, teachers should explicitly state the grammatical rules.” (ImpI)) and Item 16 (“The best way to learn grammar is to encounter man y examples of the structure without seeing the rule.” (ExpI)) show that students preferred explicit focus over implicit learning of grammar"

Discussion¶

Related Claims¶

• All student groups preferred deductive over inductive grammar instruction — related
• Prep School and undergraduate students differed significantly on overall beliefs, MFI-FFI and FonF-FonFs, but not on implicit-explicit or inductive-deductive preferences — related
• Preferred instruction type shifted by year: Prep School, freshman and sophomore students preferred implicit instruction while junior and senior students preferred meaning-focused instruction — reports the opposite
• EFL students across all years of study prefer having grammar included as part of their lessons and course books — related
• Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too — related
• Focus on form was the least preferred method of grammar instruction regardless of year of study — related
• Applying skill theory to grammar conflates constructs: pedagogical rules are not what exists in learners' mental representation — related
• High-explicitness rule-oriented instruction outperforms implicit instruction or no instruction — related
• Majorities of students believed inductive instruction more effective for simple structures and, conversely, for difficult structures — related
• Deductive reasoning develops in stages: explicit inference around ages 5-6, modus tollens around 9-10, and explicit metalogic in adolescence — related