Explicit teaching is more effective for EFL copular be learning but its effect is not durable¶

Claim · All claims
Evidence · 1 study · review r2 · q2
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¶

q2 i? The explicit-teaching group performed better than other groups, but the durability of the positive effect was questionable across delayed post-tests. → 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

q2 · i? · review · r2

The review reports Tode (2007), a seven-month experimental study of 89 Japanese junior-high 7th graders in three intact classes receiving explicit, implicit, or no instruction on the copular be, with five tests over the period. The review concludes "explicit teaching is really more effective but its influence is not durable".

"explicit teaching is really more effective but its influence is not durable .This is due to the context here , because the Japanese syllabus taught structures separately and required no integration"

Discussion¶

Related Claims¶

• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — the general claim this finding bears on, with the studies behind it

• Direct instruction's advantages do not persist over the longer term — the general claim this finding bears on, with the studies behind it

• 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
• Metalinguistic feedback outperforms recasts on the immediate post-test, but the two do not differ significantly on the delayed post-test — related
• Metalinguistic feedback's gains on wh-question performance decline over a ten-day delay while recast gains hold, leaving the two no different — related
• Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods — related
• High-explicitness rule-oriented instruction outperforms implicit instruction or no instruction — related
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — related
• The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes — related
• Review synthesis: explicit teaching matters, but its advantage over other approaches varies by context and structure — a broader claim this one bears on