Effects Of Explicit Instruction Research Articles

Effect of Explicit Instruction on the Acquisition of Words' Visual Aspects By Second-Grade French-Speaking Children

This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and formal properties of words; TF: explicit teaching of formal properties of words). For students without difficulties, the experimental interventions have contributed equally to the learning of the words’ visual aspect, whereas no progress was observed for the control group. For students with special needs, only the intervention that combined explicit instruction of semantic and formal properties lead to significant progress. These results suggest that explicit instruction should focus on the semantic and formal properties of words, especially for students with special needs.

The Effect of Explicit Instruction on Learning Vocabulary and Text Comprehension

The present study examined whether vocabulary intervention improves text comprehension by explicitly teaching words. The participants were institutionalized students aged between 9 and 12 years (n = 23), who completed five sessions based on solid vocabulary instruction. The semantic understanding of the taught words was measured before and after the intervention. Subsequently, they read two matched texts, one containing taught words (i.e., explicit instruction) and one without (i.e., minimal guidance instruction). The data suggest that solid vocabulary instruction significantly improved word comprehension. Specifically, they performed better in terms of the number of words learned and the amount of responses to implicit and explicit questions. It is recommended for teachers to conduct direct and explicit vocabulary interventions to improve reading comprehension in institutionalized students.
 Keywords: explicit teaching, reading skills, institutionalized students.
 Resumen
 El presente estudio examinó si la intervención del vocabulario mejora el conocimiento de textos enseñando explícitamente las palabras. Los participantes fueron estudiantes de 9 a 12 años en condición de institucionalización (n = 23), quienes completaron 5 sesiones basadas en instrucción de vocabulario sólido. La comprensión semántica de las palabras enseñadas se midió antes y después de la intervención. Posteriormente, leyeron 2 textos emparejados, 1 que contiene palabras enseñadas (i.e., instrucción explicita) y 1 no (i.e., instrucción con guía mínima). Los datos sugieren que la instrucción del vocabulario sólido mejoró significativamente la comprensión de palabras. Específicamente, tuvieron mejor desempeño en el número de palabras aprendidas y en la cantidad de las respuestas a las preguntas implícitas y explícitas. Se recomienda a los docentes conducir intervenciones directas y explícitas de vocabulario para mejorar la comprensión lectora en estudiantes institucionalizados.
 Palabras Clave: enseñanza explícita, destreza lectora, estudiantes institucionalizados.

The effect of explicit instruction on the acquisition of subject-verb inversion by Macedonian learners of English

The effect of explicit instruction on the acquisition of subject-verb inversion by Macedonian learners of English

The effect of explicit instruction in SLA

This paper mainly discussed the application of explicit instruction and implicit instruction in the second language teaching environment through comparison and analysis. The paper mainly discuss the reason why the explicit instruction is better than implicit instruction from two perspectives, the first one is direct instruction, and the second one is explicit error correction. Finally the paper concluded that explicit instruction has more advantages in second language teaching and is more suitable for second language teaching.

Effects of explicit instruction in nominalisation on ESL learners’ academic writing

Extant research has highlighted the essentiality of grammatical metaphor (GM) as a linguistic resource in academic writing. Drawing on Systemic Functional Linguistics (SFL), this study investigated the relationship between explicit instruction in nominalisation as one type of GM and ESL learners’ mastery of this key resource. Adopting a true experimental design, the study involved 38 Filipino professionals in Singapore who needed to pass IELTS for academic or professional purposes. The students in the experimental group received nine hours of explicit instruction in various aspects of nominalisation, whereas those in the control group received the same amount of instruction focusing on error analysis, formality of language, as well as the use of the Academic Word List (AWL) and the British National Corpus. Comparisons between the texts produced by the experimental and the control group in response to timed writing tasks revealed quantitative and qualitative differences in the frequencies of nominalisations employed, the lexical density of texts, and the quality of essay organisation. The findings constitute new evidence of the importance of GM as a powerful linguistic resource for helping learners write texts that are valued in academia.

Implementing the lexical approach in an integrated English e-course

The purpose of this work is to observe and analyze if a group of thirty students of an integrated English e-course could benefit from the explicit teaching of five lexical groups and the pedagogical principles behind the Lexical Approach. These low-intermediate students (CEFR, A2) took an Integrated English e-course at the School of Modern Languages, University of Costa Rica (UCR). To begin with, the target group took a short diagnostic test related to the five lexical groups to determine their prior knowledge on such aspect. To assess the level of improvement reached, the students received explicit instruction on five lexical groups as part of the writing components of this team-taught course. After this, the instructor revised 120 compositions (60 drafts and 60 final versions). Then, after intensive practice through a series of activities based on the Lexical Approach, they took a final instrument to measure how much they have learned throughout the virtual course. The results show a positive effect of explicit instruction of lexical units on student's writing outcomes and their post test.

The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners

ABSTRACT Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a morpho-syntactic element. A total of 103 Dutch-speaking kindergartners (M = 5;7) received training in a miniature language to learn a meaningful agreement marker. Results from a picture matching task, during which eye movements were recorded, provided no evidence that explicit instruction led to higher accuracy rates, but suggest that it did lead to earlier predictive eye movements. These data seem incompatible with the idea that explicit instruction does not make a difference when kindergartners learn a grammatical element, and tentatively suggest that explicit instruction has a different effect on explicit knowledge than on implicit knowledge in this age group.

Effects of explicit instruction on noun phrase production in L2 undergraduate writing

While previous research on syntactic complexity development in academic writing recommends incorporating instruction on complex noun phrases into L2 writing curricula, little is known about the effects of such teaching. Therefore, this study examined writing by undergraduate students enrolled in L2 writing courses to determine whether explicit teaching of complex noun phrases could lead to more register-appropriate use of these features. Specifically, this research compared diagnostic and final in-class writing produced by 30 students who received explicit noun phrase instruction and also conducted a separate analysis of 30 papers by writers who did not experience such teaching. Since prompts were found to be a mediating factor in previous research, this variable was also considered in the analysis. The results demonstrate that while both groups displayed patterns of development, targeted instruction led to more frequent use of complex noun phrases in general and of noun phrase modifiers associated with advanced stages of syntactic complexity development. Additionally, while prompts had an effect on some noun phrase features, overall trends in development remained unchanged. These findings support claims from previous research that explicit teaching of complex noun phrases may benefit writers’ syntactic complexity development.

Effects of Explicit Instruction on Intransitive and Transitive Verbs in Second Language English: with a Special Focus on Non-Instructed Verbs

Effects of Explicit Instruction on Intransitive and Transitive Verbs in Second Language English: with a Special Focus on Non-Instructed Verbs

The Effect of Explicit Instruction of Requests on Saudi EFL Learners Using a Pre-test, Post-test Approach

The Effect of Explicit Instruction of Requests on Saudi EFL Learners Using a Pre-test, Post-test Approach

국어과 어휘의 명시적 교수가 읽기이해부진 학생의 어휘에 미치는 효과

국어과 어휘의 명시적 교수가 읽기이해부진 학생의 어휘에 미치는 효과

Effects of Explicit Instruction on Text Structure in Process Writing

This study investigates the effectiveness of explicit instruction on text structure in the development of Japanese EFL college students’ English writing skills by examining two research questions: (1) How does students’ writing change after being given lessons on explicit instruction and process writing?; and (2) How do students’ perceptions of English writing change due to process writing and explicit instruction on text structure? Two groups of students were given four lessons on process writing and explicit instruction. While one group of advanced-level students wrote an argumentative essay, the other group with beginner-level students wrote a descriptive essay. The results suggest that explicit instruction on text structure can be a useful means of developing English writing skills regardless of students’ English proficiency levels. Students self-report indicated that their ability to organize ideas was highly improved, and they exhibited positive changes in writing in terms of organization and awareness of readers. 本研究では、EFL環境下にある日本人大学生を対象に、文章構成（text structure）の明示的指導がライティングにどのような効果を有するかを、次の2点について考察し、検証した。（1）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングはどのように変化するか。（2）プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングに対する認識はどのように変化するか。2グループの学生に対しプロセスライティングと文章構成に関する明示的な指導を4レッスンずつ行った。英語上級者のグループにはargumentative essay（議論型エッセイ）を、初級者のグループにはdescriptive essay（記述型エッセイ）を書かせた。結果、文章構成の明示的指導は、学習者の英語運用能力に関わらず、英語ライティングの向上に効果的であることが分かった。学習者は文章構成力が最も上がったと回答しており、ドラフトにも文章構成力の向上や読み手を意識した文章への変容といった効果が表れた。

The Effects of Explicit Instruction on the Acquisition of Collocations in an EFL Setting: Focusing on Delexical Verbs

The Effects of Explicit Instruction on the Acquisition of Collocations in an EFL Setting: Focusing on Delexical Verbs

Combining explicit instruction and positive psychology to see adolescents with learning difficulties flourish

ABSTRACT Academically engaging adolescents with learning difficulties continues to be a challenge for teachers and education authorities around the world. This paper reports on one part of a broader study to address the impasse present between research and practice in meeting the needs of adolescents with learning difficulties. Drawing on the mounting research attesting to the effectiveness of Explicit Instruction and Positive Psychology, a concerted investigation was carried out to assess the effectiveness of combining the two approaches. Two Year 8 classes (N = 23 experimental) (English and Mathematics) were provided with the combined systems intervention over one academic year. Response to the intervention was compared to two similar academic ability control groups from the same Year group. Results report students made statistically significant gains, in comparison to the control group. This study contributes to an understanding of how effective classroom pedagogy instead of remediation can support adolescents with learning difficulties.

Effects of Explicit Instruction on Reading Fluency Skills of Primary Pupils in Jos East Local Government Area of Plateau State, Nigeria

Effects of Explicit Instruction on Reading Fluency Skills of Primary Pupils in Jos East Local Government Area of Plateau State, Nigeria

The interaction between timing of explicit grammar explanation and individual differences in second language acquisition

Abstract Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.

The Effect of Explicit Instruction on the Acquisition of Infrequent Formulaic Sequences

The Effect of Explicit Instruction on the Acquisition of Infrequent Formulaic Sequences

Improving Iranian Graduate Students’ Performance in Reading Scientific Articles in English Through Explicit Strategy Instruction

The purpose of this mixed-method investigation was to examine the effect of explicit instruction of cognitive strategies on the reading performance of Iranian graduate students and identify the cognitive strategies the participants used while reading a scientific article in English (L2). Prior to the study, the students completed a questionnaire and took part in a semi-structured interview providing information on the reading strategies they used while reading English texts. In order to also identify the participants’ improvement in reading English texts, they completed the reading section of the IELTS test prior to and following the treatment. During a 16-week course, students became familiar with cognitive strategies through explicit instruction. At the end of the course, the students were required to read a scientific article in English and think-aloud in order to identify the reading strategies they employed while reading. The quantitative results (paired-sample T-test) revealed that the participants’ reading comprehension significantly improved after explicit instruction of cognitive strategies. The qualitative data (think-aloud protocols) indicated that the participants used more cognitive strategies while reading scientific articles in English after receiving explicit instruction. Pedagogical implications are provided for further research.

The effects of models and instructions on children’s divergent thinking

ABSTRACT The purpose of this research was to determine the effects of explicit instructions on children’s divergent and creative thinking. Fifty-two children were assigned to one of four groups. Two of the groups were presented a problem with a model and instructions for solving the problem first and then presented problems with no instructions/model. The other two groups had a task with no instructions/model first and then were presented problems and provided instructions and a model for solving the problems. Data were collected from video-tapes of the activities, artifacts of the participants’ solutions to the tasks, participant notes, and interviews of children regarding how they approached the tasks. For one of the problems, there was a wide range of materials available to all groups. Participants produced a wide range of products that demonstrated divergent idea generation with no difference in quality or quantity of ideas between groups though there were more mimics of the model in the model/instructions group. For the second and third problems, materials were limited. Children in the model/instruction group generated solutions that in part mimicked that of the model but also included novel solutions. The group with model/instructions had more success completing the challenge.

Using Explicit Instruction About L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence From Oral Production in L2 French

AbstractThis study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners’ use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects of crosslinguistic influence in L2 oral production. Sixty‐nine English‐speaking learners of L2 French undertook either: (a) a ‘core’ treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners’ awareness of similarities and differences in how L1 and L2 express the same meanings.