Explicit form focus instruction with metalinguistic corrective feedback significantly improves adult ESL learners' implicit grammatical knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 After controlling for pretest scores, the experimental group scored significantly higher than the control group on the combined implicit knowledge tests (EOIT and TGJT), with eta squared = .74. → Ebadi et al. 2013

Evidence¶

Ebadi et al. 2013¶

Rohollahzadeh Ebadi, M., Mohd Saad, M. R., & Abedalaziz, N. (2013). Explicit Form Focus Instruction: The Effects on Implicit and Explicit Knowledge of ESL Learners. Malaysian Online Journal of Educational Science, 2(4). https://eric.ed.gov/?id=EJ1086281

q3 · i3 · causal · r2

One-way ANCOVA in an experimental pretest-treatment-posttest design with 91 lower-intermediate ESL learners randomly assigned to experimental (n=47) and control (n=44) groups. The printed effect size is eta squared = .74, which the article calls a moderate to large effect size per Cohen (1988).

"after controlling for the effect of the pretest, there is a significant difference between the experimental group and control group in implicit knowledge, F (1, 88) = 260.89, p =.00, eta squared =.74"

Discussion¶

Related Claims¶

• Experimental-group posttest means exceed control-group means on both implicit and explicit knowledge measures — a broader claim this one bears on
• Explicit form focus instruction with metalinguistic corrective feedback significantly improves adult ESL learners' explicit grammatical knowledge — related
• Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time — a broader claim this one bears on
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — a broader claim this one bears on