Explicit vs. Implicit Grammar Teaching in EFL Classroom: A Literature Review

Abstract

This study aims to explore the effectiveness of explicit and implicit grammar instruction in the context of teaching English as a foreign language (EFL). The primary objective of the study is to conduct an in-depth examination of the existing body of literature pertaining to explicit and implicit grammar teaching in EFL classroom, providing valuable guidance to English language educators in their choice of the most suitable method for their students. In this manner, a multitude of articles and books have been examined, encompassing various aspects, including advantages, drawbacks, and other attributes associated with both explicit and implicit approaches to grammar instruction. The findings derived from this extensive review reveal that both explicit and implicit grammar teaching approaches yield positive outcomes and each has its own efficiency, depending on various factors.