Review synthesis: explicit teaching matters, but its advantage over other approaches varies by context and structure¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Across the four reviewed studies, explicit teaching shows advantages for complex rules and durability limits, while learners often view both approaches as equally useful. → Raafat Gabriel 2009

Evidence¶

Raafat Gabriel 2009¶

Raafat Gabriel. (2009). The Efficacy of Explicit Grammar Instruction and its Impact on L2 Rule-Learning: A literature review. https://eric.ed.gov/?id=ED509345

q1 · i? · review · r2

This is the reviewer's own narrative synthesis of the four studies (Andrews 2007; Mohamed 2004; Tode 2007; Radwan 2005), not a pooled quantitative estimate. The reviewer writes that "the first two studies seem to find it equally important to other grammar teaching approaches".

"The findings of this review reflect the importance of focus-on form and explicit teaching of grammar, but the first two studies seem to find it equally important to other grammar teaching approaches"

Discussion¶

Related Claims¶

• 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 — possibly the same claim (merge candidate)
• Minimal guidance is less effective for novices than explicit instruction — related
• Inquiry Based Teaching Improves Science Achievement — related
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — a narrower finding that bears on this claim
• Implicit learners do not outperform other learners on complex second language rules — related
• No differential effect of explicit instruction depending on the variable complexity — reports the opposite
• Peer instruction is less effective than explicit teacher creativity teaching for lower-level students — a narrower finding that bears on this claim
• Explicit teaching is more effective for EFL copular be learning but its effect is not durable — a narrower finding that bears on this claim
• High-explicitness rule-oriented instruction outperforms implicit instruction or no instruction — a narrower finding that bears on this claim
• Majorities of students believed inductive instruction more effective for simple structures and, conversely, for difficult structures — related