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Direct linkMichael Sadeghi; Mostafa Pourhaji – Language Teaching Research, 2025
The present study examines the effects of pre-task explicit instruction on second language (L2) oral self-repair behaviour while controlling for the effects of working memory. The participants were 121 Iranian learners of English at incipient levels of language proficiency. Their working memory was measured using an operation span task and then…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Oral Language
Ahmadian, Mohammad Javad – Language Teaching Research, 2020
This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners' working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was…
Descriptors: Short Term Memory, Direct Instruction, English (Second Language), Second Language Instruction
Sun, Xiaoya; Hu, Guangwei – Language Teaching Research, 2023
This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners' mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing…
Descriptors: Undergraduate Students, English (Second Language), Second Language Learning, Second Language Instruction
Karim, Khaled; Nassaji, Hossein – Language Teaching Research, 2020
This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners' revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness…
Descriptors: Revision (Written Composition), Transfer of Training, Error Correction, Feedback (Response)
Kissling, Elizabeth M. – Language Teaching Research, 2015
Explicit phonetics instruction can help second language (L2) learners to moderately improve their pronunciation, but less is known about how the instruction affects learners' perception, even though there is evidence that perception and pronunciation are related. This study provided phonetics instruction to students (n = 46) studying Spanish as a…
Descriptors: Phonetics, Second Language Instruction, Direct Instruction, Pronunciation Instruction
Mizumoto, Atsushi; Takeuchi, Osamu – Language Teaching Research, 2009
This study examined the effectiveness of explicit instruction of vocabulary learning strategies (VLSs) over a 10-week semester with a group of 146 female EFL learners from two Japanese universities. A vocabulary test and questionnaires on VLSs and motivation were administered at the beginning of the course. The learners were divided into two…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Vocabulary Development
