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Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
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Andringa, Sible; de Glopper, Kees; Hacquebord, Hilde – Language Learning, 2011
A classroom study was designed to test the hypothesis that explicit knowledge is used by second-language (L2) learners in a free written response task if that knowledge is present. Eighty-one 12-18-year-old learners of Dutch as an L2 took part in a computer-assisted language learning experiment receiving either explicit or implicit instruction…
Descriptors: Grammar, Educational Technology, Hypothesis Testing, Second Language Learning