Effectiveness of Implicit/Explicit Learning in Advanced EFL Grammar Classes
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Many previous studies have demonstrated that implicit instruction is more effective than explicit instruction when teaching difficult English structures to ESL/EFL learners. The present study aimed to examine the effectiveness, with 84 Korean advanced EFL students. Data were collected and analyzed through interviews and hypotheses testing (t-tests). The results showed that explicit learning could be as effective as implicit learning, with regard to both easy rules and difficult rules. According to the t-tests, the post-test score differences between two classes (explicit and implicit) were not statistically significant. In addition, around half of the participants showed the preference for implicit and explicit learning, respectively. However, interviews with eight students revealed that the advanced learners did not care whether easy grammar rules were taught explicitly or implicitly. As far as difficult rules were concerned, they wanted to be taught not implicitly or explicitly (deductively) but inductively, unlike low proficiency level learners in a previous study, most of whom wanted to learn difficult structures explicitly.
Abstract
Many previous studies have demonstrated that implicit instruction is more effective than explicit instruction when teaching difficult English structures to ESL/EFL learners. The present study aimed to examine the effectiveness, with 84 Korean advanced EFL students. Data were collected and analyzed through interviews and hypotheses testing (t-tests). The results showed that explicit learning could be as effective as implicit learning, with regard to both easy rules and difficult rules. According to the t-tests, the post-test score differences between two classes (explicit and implicit) were not statistically significant. In addition, around half of the participants showed the preference for implicit and explicit learning, respectively. However, interviews with eight students revealed that the advanced learners did not care whether easy grammar rules were taught explicitly or implicitly. As far as difficult rules were concerned, they wanted to be taught not implicitly or explicitly (deductively) but inductively, unlike low proficiency level learners in a previous study, most of whom wanted to learn difficult structures explicitly.
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