Proactive FOF improved grammar more than reactive FOF at both beginner and upper-intermediate proficiency levels¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The proactive-over-reactive advantage held at both proficiency levels tested, indicating the effect was not moderated by beginner versus upper-intermediate status. → Naeimeh Bakshiri 2011

Evidence¶

Naeimeh Bakshiri 2011¶

Naeimeh Bakshiri, Arshya Keyvanfar. (2011). Time Matters: Proactive vs. Reactive FOF. i-manager's Journal of English Language Teaching, Vol. 1 No. 2, April - June 2011. https://eric.ed.gov/?id=EJ1071093 doi:10.26634/jelt.1.2.1457

q2 · i? · causal · r1

The study's discussion synthesizes its two level-specific t-test comparisons (beginner and upper-intermediate), reporting that "learners who received proactive FOF improved significantly more" than reactive learners at both levels, with proficiency level acting as moderator variable in the design.

"To be more specific, learners who received proactive FOF improved significantly more than those learners who received reactive FOF at both levels."

Discussion¶

Related Claims¶

• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — the general claim this finding bears on, with the studies behind it
• Upper-intermediate EFL learners taught with proactive FOF scored significantly higher on a grammar posttest than learners taught with reactive FOF — a narrower finding that bears on this claim
• Beginner EFL learners taught with proactive FOF scored significantly higher on a grammar posttest than learners taught with reactive FOF — a narrower finding that bears on this claim
• Preselection of grammar points in proactive FOF reduced learners' repetition and fossilization of erroneous forms — related
• Reactive FOF is more time-consuming than proactive FOF, reducing opportunities to elaborate on preselected grammar points — related
• Quality control in peer assessment can be exercised proactively or reactively on students and their assessments — related