Explicit information showed no within-instruction effect: PI+EI equalled PI-EI and PBI+EI equalled PBI-EI on both tasks over time¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Comparisons of PI+EI to PI-EI and of PBI+EI to PBI-EI revealed no significant differences on interpretation or production tasks, indicating EI was not a necessary component within either instruction type. → Adem Soruç 2017

Evidence¶

Adem Soruç 2017¶

Adem Soruç, Jingjing Qin, YouJin Kim. (2017). Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information. TESL Canada Journal/Revue TESL du Canada, 34(2), 49–70. http://dx.doi.org/1018806/tesl.v34i2.1262

q3 · i? · causal · r2

Summary of within-instruction pairwise comparisons in the Results/Discussion of the five-group study. The article reports EI "was not found to be influential when PI or PBI groups were compared to one another within the groups", with one exception: PBI-EI beat PBI+EI on immediate interpretation only.

"EI was not found to be influential when PI or PBI groups were compared to one another within the groups (i.e., the comparison of PI+EI to PI–EI, or the comparison of PBI+EI to PBI–EI)."

Discussion¶

Related Claims¶

• Explicit information mediated PI's superiority over PBI on interpretation: PI-EI and PBI-EI performed equally, so the PI+EI advantage was attributed to EI, not structured input alone — reports the opposite
• PI+EI outperformed PBI+EI on the aural interpretation task at the immediate posttest, but the advantage did not persist at the delayed posttest — related
• All four instructional groups (PI and PBI, with and without EI) outperformed the control group on the aural interpretation task at immediate and delayed posttests — related