Both structured input and structured output instruction produced durable gains in -ed knowledge maintained over a three-week delayed posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All instructional groups improved from pretest to both posttests on production (Mdiff = 4.82, p < .001 at immediate; Mdiff = 4.92, p < .001 at delayed), sustaining gains three weeks after instruction. → Adem Soruç 2017

Evidence¶

Adem Soruç 2017¶

Adem Soruç, Jingjing Qin, YouJin Kim. (2017). Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information. TESL Canada Journal/Revue TESL du Canada, 34(2), 49–70. http://dx.doi.org/1018806/tesl.v34i2.1262

q3 · i? · causal · r2

Bonferroni-adjusted main-effect contrasts for time on the oral production task. The article reports immediate-posttest gains of "Mdiff = 4.82, p < .001" and delayed-posttest gains of "Mdiff = 4.92, p < .001" over pretest for all instructional groups. No effect size is printed.

"All the instructional groups scored higher on the immediate posttest (Posttest 1) than they did on the pretest, Mdiff = 4.82, p < .001, and they similarly produced more accurately on the delayed posttest (Posttest 2) than they did on the pretest, Mdiff = 4.92, p < .001."

Discussion¶

Related Claims¶

• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• All three groups benefited from the instructional intervention, with both experimental groups benefiting the most — related
• The short-term effect of audio input enhancement on intensifier knowledge is not stable over a three-week delay — related