Replication studies attribute PI's effects mainly to structured input activities rather than to explicit information or explicit feedback¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? VanPatten and Oikennon (1996) found PI's effects were not attributable to the explicit information given to learners. → Rachelle B. Lintao and Jonathan P. Erfe 2012 q2 i? Sanz and Morgan-Short (2001), in a CALL study, found neither explicit information nor explicit feedback was crucial; practice in decoding structured input alone seemed sufficient. → Rachelle B. Lintao and Jonathan P. Erfe 2012 (2)

Evidence¶

Rachelle B. Lintao and Jonathan P. Erfe 2012¶

Rachelle B. Lintao and Jonathan P. Erfe. (2012). Using Processing Instruction for the Acquisition of English Present Perfect of Filipinos. i-manager's Journal of English Language Teaching, Vol. 2 No. 1, January - March. https://eric.ed.gov/?id=EJ1070206

q2 · i? · causal · r1

The review reports, citing VanPatten and Oikennon (1996), that a structured-input-only group performed like the PI group, leading to the conclusion that PI's effects were not attributable to the explicit information given to learners.

"the particular nature of the structured input activities, and how these pushed [the PI group and the structured-input-only group] to make form-meaning connections because the input sentences have been manipulated in a particular way"

Rachelle B. Lintao and Jonathan P. Erfe 2012 (2)¶

Rachelle B. Lintao and Jonathan P. Erfe. (2012). Using Processing Instruction for the Acquisition of English Present Perfect of Filipinos. i-manager's Journal of English Language Teaching, Vol. 2 No. 1, January - March. https://eric.ed.gov/?id=EJ1070206

q2 · i? · causal · r1

The review reports, citing Sanz and Morgan-Short (2001), a computer-assisted study comparing four groups with [+/- explicit explanation] and [+/- feedback]; all groups performed well on interpretation and production tasks with no significant difference among them.

"neither explicit information nor explicit feedback seemed to be crucial for a change in performance; practice in decoding structured input… alone seems to be sufficient"

Discussion¶

Related Claims¶

• A 2010 narrative review reports that processing-instruction studies show structured input without explicit information can change learner knowledge — a broader claim this one bears on
• 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
• Explicit information showed no within-instruction effect: PI+EI equalled PI-EI and PBI+EI equalled PBI-EI on both tasks over time — possibly the same claim (merge candidate)