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Journal articles on the topic 'Explicit writing instruction'

Author: Grafiati
Published: 15 September 2021
Last updated: 30 July 2025

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1

Maulidiyah, Noor. "EXPLICIT INSTRUCTION: A METHOD TO ENGAGE STUDENTS IN ENGLISH AS A FOREIGN LANGUAGE (EFL) SOURCE-BASED WRITING." Journal of English Educational Study (JEES) 7, no. 2 (2024): 159–66. https://doi.org/10.31932/jees.v7i2.4030.

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Academic writing is a crucial subject for university students to equip them with the necessary skills for writing academic research papers. However, writing is a particularly complex skill for a second language and foreign language learners to learn. University students may lack background knowledge about English writing, particularly writing based on sources. Source-based writing is a fundamental academic writing skill in universities. It includes the skills of paraphrasing, summarizing, and synthesizing. English as a Foreign Language (EFL) learners may face difficulties in producing such wri
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Rosmiaty, Rosmiaty, Ratnawati Ratnawati, Yuriatson Yuriatson, Lusy Angraeny, and Farah Muthiah Azani. "Investigating the Influence of Explicit Grammar Instruction for Indonesian EFL Students’ Academic Writing Skills." ELT Worldwide: Journal of English Language Teaching 10, no. 2 (2023): 381. http://dx.doi.org/10.26858/eltww.v10i2.53641.

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Writing, as a fundamental skill in language acquisition, is intrinsically linked with grammar. For English as a Foreign Language (EFL) learners, especially those from linguistically diverse backgrounds like Indonesia, mastering grammar is both crucial and challenging. While the significance of grammar in writing is well-documented, there is a noticeable gap in research focusing on the specific needs and challenges of Indonesian EFL students. This study aimed to investigate the impact of explicit grammar instruction on the academic writing skills of Indonesian EFL students. It sought to identif
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Sapkota, Sangita, and Laxman Gnawali. "Effective Writing Instruction for Students in Elementary Level Who Find Writing Challenging: Evidence-Based Practices." Harvest 4, no. 1 (2025): 75–84. https://doi.org/10.3126/harvest.v4i1.75357.

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Writing is a crucial skill for academic and professional attainment, yet it remains neglected in literacy instruction. The negligence, along with inadequate instruction, makes writing more challenging for elementary students who have lower writing proficiency. To identify evidence-based practices of writing instruction, this article systematically reviews the latest literacy studies on writing instruction. Using four databases; EBSCOHost, Education Research Complete, ERIC, and Teacher Reference Center, with certain Boolean phrases, eight studies meeting inclusion criteria are selected. The art
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Azis, Abdul, Ramly, Asia, Shafariana, Ilma Rahim, and Rizki Herdiani. "Training on Using the Explicit Instruction Model to Support Students' Writing Skills at DDI Alliritengae, Maros Regency." Teumulong: Journal of Community Service 2, no. 3 (2024): 151–60. http://dx.doi.org/10.62568/jocs.v2i3.30.

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The results of initial observations carried out in Class XII of Madrasah Aliyah DDI Alliritengae Maros, showed that the student was completely unable to write. Writing skills are still lacking because teachers find it difficult to teach writing skills. Likewise, learning techniques are still teacher-centred and students are less active in the learning process. Apart from that, teachers are less selective in choosing learning models, especially writing skills. Writing skills are one of students' language skills. At MA DDI Alliritengae Maros, Maros Regency, the use of the Explicit Instruction Mo
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Raj V Soni. "An analysis of a writing instruction program that combines peer writing assistance and explicit writing instruction." IAAR Journal of Education - ISSN: 2583-6846 Peer-Reviewed Journal 2, no. 1 (2020): 280–345. http://dx.doi.org/10.58213/education.v2i1.14.

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Research has shown several advantages to receiving formal writing training and having one's writing edited by peers. However, most research papers that study these evidence-based writing strategies fail to give succinct and in-depth summaries of the therapies discussed in their findings. As a result, replication, dissemination, and deployment of evidence-based writing strategies are hampered by academics and educational professionals unaware of the underlying factors that underpin these treatments. This knowledge gap makes it difficult to replicate and disseminate evidence-based writing strate
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De Smedt, F., and H. Van Keer. "An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing." Journal of Writing Research 10, no. 10 issue 2 (2018): 225–77. http://dx.doi.org/10.17239/jowr-2018.10.02.04.

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Leotta, Paola Clara, and Muhammad Ahmad. "Improving Writing Skills in Academic English Through Explicit Instruction and Process Writing." International Journal of Linguistics 17, no. 2 (2025): 80. https://doi.org/10.5296/ijl.v17i2.22811.

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Reaching proficient literacy levels is a universal goal in an academic world that is becoming increasingly text-oriented. This objective is challenging, especially for PhD students demanding practical techniques to improve one of the most essential skills: writing. This study aims to provide research-based techniques to enhance writing skills in academic English. For this purpose, the effectiveness of two distinct pedagogical approaches (i.e., explicit instruction and process writing) is considered by implementing them in a collaborative writing framework. A mixed-methods approach is adopted t
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Micciche, Laura R., and Allison D. Carr. "Toward Graduate-Level Writing Instruction." College Composition & Communication 62, no. 3 (2011): 477–501. http://dx.doi.org/10.58680/ccc201113457.

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Calling for an explicit commitment to graduate-level writing instruction in English studies, the authors describe a critical writing workshop that serves this purpose. The aim of the course is to create a formal curricular space through which students can brainstorm, create, and sustain a wide variety of critical writing projects.
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Balcom, Patricia, and Siok H. Lee. "The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL." ITL - International Journal of Applied Linguistics 157 (2009): 45–74. http://dx.doi.org/10.2143/itl.157.0.2042587.

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AbstractThis study investigates the effect of extensive form-focused instruction on a complex point of grammar, the passive voice in English. Subjects were 40 Sinophone ESL students in Grade 8 to 11, ranging in age from 13 to 17 (mean = 14.8). After a battery of pre-tests, subjects underwent an instructional phase of 7.5 hours during which they received explicit instruction on the forms and functions of the passive voice, enhanced input, implicit and negative feedback, and did a variety of exercises, from highly structured to guided writing. Post-tests were administered three weeks after the e
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Wilder, Laura, and Joanna Wolfe. "Sharing the Tacit Rhetorical Knowledge of the Literary Scholar: The Effects of Making Disciplinary Conventions Explicit in Undergraduate Writing about Literature Courses." Research in the Teaching of English 44, no. 2 (2009): 170–209. http://dx.doi.org/10.58680/rte20099183.

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The ethics and efficacy of explicitly teaching disciplinary discourse conventions to undergraduate students has been hotly debated. This quasi-experimental study seeks to contribute to these debates by focusing on the conventional special topoi of literary analysis”conventions that previous Writing in the Disciplines (WID) research indicates are customarily tacitly imparted to literature students. We compare student writing and questionnaires from seven sections of Writing about Literature providing explicit instruction in these disciplinary conventions to those from nine sections taught using
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Kaur, Nagaraja Manupreet. "Junior High School Written Work Fluent and Accurate." Journal of Educational Research and Policies 6, no. 9 (2024): 99–104. http://dx.doi.org/10.53469/jerp.2024.06(09).20.

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The present study determined the written language performance of junior high school students at Bulan National High School S. Y.2023 - 2024. The study utilized a mixed methods approach, combining quantitative and qualitative methods to assess the students' written language proficiency. Quantitative data were collected using rubrics to evaluate fluency and accuracy, while qualitative data were obtained through content analysis of the students' essays. The findings revealed that the students' performance in terms of fluency and accuracy varied, with areas of improvement identified in both aspect
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Chaleila, Wisam, and Basem Khalaila. "The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance." English Language Teaching 13, no. 5 (2020): 80. http://dx.doi.org/10.5539/elt.v13n5p80.

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While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a m
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Montante, Jiezle Tallo. "Building Bridges to Understanding: Evaluating the Efficacy of Explicit Vocabulary Strategies in Improving the Performance of Senior High School Students." Psychology and Education: A Multidisciplinary Journal 39, no. 6 (2025): 768–79. https://doi.org/10.70838/pemj.390604.

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This study investigated the efficacy of explicit vocabulary strategies in enhancing the academic performance of senior high school students at the Southeast Asia Institute of Trade and Technology. Employing a descriptive correlational design, quantitative data (pre- and post-tests) and qualitative data (student questionnaires, teacher observations) were collected from 80 students. The study examined the impact of various explicit vocabulary strategies, including direct instruction, peer teaching, writing activities, repeated exposure, technology integration, and contextual learning, on vocabul
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Olagbaju, Oladotun Opeoluwa, and Oluwaseun Oladeji Olaniyi. "Explicit and Differentiated Phonics Instruction on Pupils’ Literacy Skills in Gambian Lower Basic Schools." Asian Journal of Education and Social Studies 44, no. 2 (2023): 20–30. http://dx.doi.org/10.9734/ajess/2023/v44i2958.

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Instructional procedures in literacy skills in Gambian classrooms often adopt the conventional direct approach which includes spelling-reading-dictation without due attention to the sound/letter connection. Although literacy skills in English remain the fundamental proof of formal education in the Gambia, proficiency in reading and writing skills is very low among most pupils in the lower basic schools. Phonics instruction reinforces the letter-sound relationship and improves literacy skills and spelling. Although phonics instruction has been found to be effective for teaching literacy skills
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Kang, Sooyeon. "Effects of Explicit Pragmatic Instruction on Korean Middle School English Learners' Request Email Writing." SNU Journal of Education Research 34, no. 1 (2025): 117–43. https://doi.org/10.54346/sjer.2025.34.1.117.

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This study examined the impact of explicit pragmatic instruction on Korean middle school English learners' request email writing. Using a pre-test, post-test, and delayed post-test design, 186 emails from 62 learners were analyzed for appropriateness and framing and content moves. Results showed that explicit pragmatic instruction improved learners’ ability to write more appropriate and polite request emails. Based on these findings, this study suggests that explicit pragmatic instruction using email tasks can be effective in enhancing middle school English learners’ pragmatic competence and p
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Parameswari, D. Angala, Ramesh Manickam, Jerin Austin Dhas.J, M. Vinoth Kumar, and A. Manikandan. "Error Analysis in Second Language Writing: An Intervention Research." World Journal of English Language 14, no. 3 (2024): 130. http://dx.doi.org/10.5430/wjel.v14n3p130.

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Error analysis has been a widely used approach to assess the writing of second-language learners. With an extensive literature review, this research investigates the origins of error analysis, its development and applications in second-language writing competency. This research utilizes error analysis to examine errors made by writers using a second language and their impact on language learning and teaching. Thereafter, explores the advantages and disadvantages of error analysis for evaluating second-language writing. And, by assessing the accurate use of grammar and vocabulary in second-lang
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Zhang, Ying. "A Contrastive Study on the Application of Mind Maps in Argumentative Writing Instruction for EFL Learners." English Language Teaching 11, no. 12 (2018): 93. http://dx.doi.org/10.5539/elt.v11n12p93.

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This study is aimed at exploring the relationship between explicit instruction of mind mapping at pre-writing stage and the quality of Chinese EFL learners’ argumentative writing. Thirty-nine first-year English majors from two convenient classes were randomly assigned into the experimental group and the control group respectively. For the control group, the traditional way of teaching writing was adopted, while for the experimental group, the application of mind mapping was integrated into the writing instruction. Five participants from the experimental group participated in the foll
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Akhter, Shamim, Goudarz Alibakhshi, Chaohai Lin, Tribhuwan Kumar, and Musarat Shaheen. "Describing the Effect of Portfolios on Iranian EFL Learners’ Use of Metacognitive Strategies in Writing Skill." World Journal of English Language 15, no. 6 (2025): 406. https://doi.org/10.5430/wjel.v15n6p406.

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The significance of metacognitive strategies in enhancing second language (L2) writing proficiency is well established. This study explored the impact of portfolio-based instruction on the application of metacognitive strategies in writing among Iranian learners of English to provide them learning opportunities to improve the education quality. A total of 50 intermediate-level female students were randomly divided into an experimental group and a control group. To assess their use of metacognitive strategies in writing, participants completed a questionnaire. During the intervention, the exper
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Jafary, Mohamadreza, Joyce Wu, and Nasrin Abbasi Dashtaki. "Fostering Pragmatic Proficiency: The Influence of Explicit Instruction on Plurilingual EFL Learners’ Mastery of Hedging Devices in Canadian Academic Writing Context." English Language Teaching 17, no. 10 (2024): 117. http://dx.doi.org/10.5539/elt.v17n10p117.

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Hedging academic claims is a crucial aspect of scholarly writing that presents challenges for many non-native English-speaking academic authors. Scholars, such as Hyland (2021), have emphasized the vital role of explicit instructional interventions in raising awareness about hedging devices among Plurilingual non-native English writers. This is particularly relevant considering the nuanced nature of certain hedging devices, characterized by polysemy and polypragmatics. This research aims to investigate the effectiveness of explicit instruction in enhancing the pragmatic competence of non-nativ
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Khodabandeh, Farzaneh. "Comparing the Effects of Four Instructional Treatments on EFL Students’ Achievement in Writing Classified Ads." English Language Teaching 9, no. 3 (2016): 139. http://dx.doi.org/10.5539/elt.v9n3p139.

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<p>The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students’ abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University streamed by performing a TOEFL proficiency test. The selected participants were randomly divided into the following four groups; an explicit group which received direct instruction; an implicit group which were instructed indirectly, and the self-s
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Ritchey, Kristen D., David L. Coker, Matthew C. Myers, and Fan Zhang. "Teaching Students to Write Sentences." Topics in Language Disorders 43, no. 4 (2023): 317–32. http://dx.doi.org/10.1097/tld.0000000000000323.

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Being able to write a sentence is an essential part of overall writing proficiency, but this can be a challenge for many students. This article provides a systematic review of the extant literature on sentence-writing instruction. Sixteen studies designed to improve sentence writing for students who are typically achieving or have disabilities or other writing needs were reviewed. Across studies, explicit instruction, self-regulation strategies, and sentence-writing practice were associated with improvements in writing. Directions for future research and limitations in the existing knowledge b
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Abdel Salam El-Dakhs, Dina, Tanecia Tasneem Prue, and Attia Ijaz. "The Effect of the Explicit Instruction of Formulaic Sequences in Pre-Writing Vocabulary Activities on Foreign Language Writing." International Journal of Applied Linguistics and English Literature 6, no. 4 (2017): 21. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.21.

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The present study investigates the effect of the explicit instruction of formulaic sequences in pre-writing vocabulary activities on foreign language writing. To this end, a total of 81 Saudi pre-intermediate learners of English as a foreign language participated in a 10-week study of a pretest/posttest design. In every 2-hour session of a total of 10 sessions, the participants were required to read a news story and then re-write it individually without looking back at the original story. During the treatment period, the participants received different pre-writing vocabulary practice. One grou
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Jungim Woo. "Teaching of writing through context-based explicit grammar instruction." English Language Teaching 19, no. 4 (2007): 105–5. http://dx.doi.org/10.17936/pkelt.2007.19.4.005.

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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in
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Rousse-Malpat, Audrey, Rasmus Steinkrauss, and Marjolijn Verspoor. "Structure-based or dynamic usage‑based instruction." Instructed Second Language Acquisition 3, no. 2 (2019): 181–205. http://dx.doi.org/10.1558/isla.38054.

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This classroom study aims to explore the instructional effects of structure-based (SB) or dynamic usage-based (DUB) instruction with free response, communicative writing tasks after three years of L2-French instruction on linguistic complexity measures in (morpho)syntax and lexicon. We investigated data from forty-three young high school beginner learners of L2-French after three years of instruction with similar amounts of L2 exposure. The SB treatment included a traditional focus on explicit grammar; the DUB group was taught using the Accelerated Integrated Method, a highly communicative, me
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Zhang, Lu, and Lawrence Jun Zhang. "Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment." Sustainability 13, no. 8 (2021): 4270. http://dx.doi.org/10.3390/su13084270.

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Effective stance-taking is considered as a crucial skill for successful academic writing and sustainable development of writing scholarship. However, student writers often encounter difficulties in this aspect. Scholars have thus called for explicit instruction to develop students’ academic writing ability as a sustainable goal. Learning stance-taking is a particularly relevant area of intensive interest among writing scholars. Yet, few empirical studies have been conducted to examine its effectiveness on students’ academic writing quality and stance deployment. To fill this gap, a quasi-exper
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Collins, Penelope, Tamara Powell Tate, and Mark Warschauer. "Technology as a Lever for Adolescent Writing." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (2019): 194–201. http://dx.doi.org/10.1177/2372732219836440.

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Despite needing this critical skill for college and career readiness, American adolescents are struggling to develop effective writing. In today’s schools and workplaces, much of that writing uses digital tools. Integrating technology in secondary schools can help improve adolescent writing within initiatives focused on the pedagogy of writing. These initiatives would provide teachers with technical support so they may focus on instruction. Professional development would emphasize how to leverage digital tools to deliver evidence-based writing instruction. Students gain most when provided syst
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Oshima, Sachi. "Effects of Explicit Instruction on Text Structure in Process Writing." JALT Postconference Publication 2019, no. 1 (2020): 433. http://dx.doi.org/10.37546/jaltpcp2019-50.

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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
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Falardeau, Erick, Frederic Guay, Pascale Dubois, and Daisy Pelletier. "Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students." Journal of Writing Research 16, no. 1 (2024): 1–38. http://dx.doi.org/10.17239/jowr-2024.16.01.01.

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Meta-analyses indicate that explicit writing instruction (EWI) is an effective method for improving student writing self-efficacy and writing performance. EWI relies on explicit instruction of writing strategies through modeling, scaffolding and self-regulation. Most EWI-based interventions have been conducted by researchers, generally with subgroups of students or on a one-on-one basis, and very few have been conducted in other languages than English. Our quasi-experimental study aims to address these limits by testing EWI’s effects when teachers themselves intervene using peer feedback durin
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Altalouli, Mahmoud, and Adil Bentahar. "Bolstering Student Writing Through a Reading-to-Critique and Reading-to-Synthesize Approach." EnglishUSA Journal 9, no. 1 (2024): 7–17. http://dx.doi.org/10.14305/jn.2836581x.2024.9.1.1.01.

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The authors elucidate two key components of the reading-to-write process—critique and outlining. The researchers, who are also classroom teachers, qualitatively examined the perspectives of undergraduate and graduate students on these instructional approaches in two IEPs. Findings from the study reiterate the key role of explicit and scaffolded instruction during literature review and synthesis paper writing.
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Solati-Dehkordi, Seyed Amir, and Hadi Salehi. "Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners." International Education Studies 9, no. 4 (2016): 141. http://dx.doi.org/10.5539/ies.v9n4p141.

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<p class="apa">Studying explicit vocabulary instruction effects on improving L2 learners’ writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled 'A Cruel Sport' after a reading activity on 'Bull Fighting'. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the n
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MacArthur, Charles A., Shirley S. Schwartz, and Steve Graham. "A Model for Writing Instruction: Integrating Word Processing and Strategy Instruction into a Process Approach to Writing." Learning Disabilities Research & Practice 6, no. 4 (1991): 230–36. https://doi.org/10.1177/093889829100600407.

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In this article, we describe the basic principles and key components of an approach to writing instruction that integrates word processing and strategy instruction into a process approach to writing. The goal of the curriculum is to develop writers who possess basic writing skills; a range of cognitive and metacognitive strategies for planning, writing, and revising; and the ability and motivation to use writing to achieve meaningful purposes in their lives. Instruction is framed within a social context in which students share their work with each other, receive frequent response to their writ
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Alruwani, Murad Mohammed, Senowarsito, and Dias Andris Susanto. "CHALLENGES IN PUNCTUATION USAGE AMONG LIBYAN EFL SECONDARY STUDENTS." English Review: Journal of English Education 13, no. 1 (2025): 397–406. https://doi.org/10.25134/erjee.v13i1.11649.

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Abstract: This study investigates the challenges in punctuation usage among Libyan EFL secondary students, with the primary objective of identifying specific types and underlying causes of punctuation errors in their writing. A qualitative descriptive methodology was employed, involving a sample of 20 first-year secondary students at Zlitin Central School who participated in narrative writing tests. These tests were specifically designed to identify and categorize punctuation errors. Additionally, semi-structured interviews were conducted with four experienced English language teachers from th
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Musdizal, Musdizal, Mira Oktavianus, and Dairabi Kamil. "An Implementation of Expilicit Instruction Strategy in Teaching Recount Text on the Students Writing Skill." Journal on Education 5, no. 1 (2022): 29–38. http://dx.doi.org/10.31004/joe.v5i1.554.

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In English learning, there are four skills that need to be mastered by English students, they are listening, speaking, reading and writing. As four skills writing is one of the most important skill for students. Writing becomes one of the most important aspect of the language skills because the students are helped to expand the other language skill through the teaching of writing skill by teacher. The purpose of this research was to find out whether any significant effects of using Explicit Strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci. The p
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Tiawati, Refa Lina, and Suci Dwinitia. "Implementation of Instructional Explicit Model toward Writing Skill of Descriptive Text for Junior High School Student." Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia 1, no. 2 (2021): 102–10. http://dx.doi.org/10.26499/bahasa.v1i2.14.

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Indonesian language learning Curriculum 2013 which will be studied by junior high school students is one of them is description text. Description text is a type of text describing an object, a thing and a situation so that the reader seems to hear seeing, or feeling the things described. In writing description text, it must pay attention to the structure and rules of language of the description text that have been set, so as to produce a solid and intact description text. In writing the description text students still experience difficulties in writing language rules that are still lacking. Th
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MacArthur, Charles A., Steve Graham, Shirley S. Schwartz, and William D. Schafer. "Evaluation of a Writing Instruction Model that Integrated a Process Approach, Strategy Instruction, and Word Processing." Learning Disability Quarterly 18, no. 4 (1995): 278–91. http://dx.doi.org/10.2307/1511234.

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This study evaluated the effectiveness of a model of writing instruction that integrated word processing, strategy instruction, and a process approach. Teachers established a social context for writing in which students worked on meaningful tasks, shared their writing with peers, and published their work for real audiences. The classroom structure supported extended cycles of planning, drafting, and revising. Teachers supported the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Word processing supported fluent production
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Shin, Hye Ri, and Dong Ju Lee. "Corpus-based Feedback in Elementary English Writing: Impacts on Performance and Learner Attitudes." Brain, Digital, & Learning 15, no. 2 (2025): 217–34. https://doi.org/10.31216/bdl.2025.15.2.7.

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This study examines the impact of corpus-based feedback on elementary school students’ English writing performance and attitudes. Forty-two fifth-grade students were assigned to either a research group (n = 22), which received data-driven learning (DDL) feedback using teacher-selected concordance examples, or a comparison group (n = 20), which received direct teacher feedback and explicit instruction. Across four instructional lessons, both groups participated in pre- and post-writing assessments, and qualitative data were collected through surveys and interviews. The results indicate that the
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Brahmi, Manel, and Asma Nesba. "An investigation of the use of the IMRAD format for Biology students' laboratory reports." Nastava i vaspitanje 74, no. 1 (2025): 87–103. https://doi.org/10.5937/niv74-53454.

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Academic discourse serves as a platform for the systematic communication of scientific findings, with laboratory reports being a primary type employed by researchers and students. These reports follow specific conventions and formats, ensuring clarity and credibility in scientific communication. This study investigates the organizational structure of English-language Biology laboratory reports, focusing on students' adherence to the Introduction, Methods, Results, And Discussion (IMRAD) model. After compiling a corpus of fifty Biology students' laboratory reports from Ouargla University, Alger
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Boginskaya, O. A. "A Comparison of Explicit and Implicit Approaches to EAP Teaching to Postgraduate Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 33, no. 2 (2024): 148–61. http://dx.doi.org/10.31992/0869-3617-2024-33-2-148-161.

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The present study aims to explore the role of explicit and implicit approaches in developing pragmatic competence in postgraduate students as part of the Foreign Language course. 32 students were divided into two groups depending on the type of teaching approach for six weeks of instruction. Research proposals written by each group after the interventions were examined with the aim of comparing the employment of pragmatic features such as stance-taking resources and their frequencies. In order to investigate the effects of stance-taking instruction, this study adopted a combination of quantita
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Rahman, Muhammad Asfah, and Indrawaty Asfah. "Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production." SHS Web of Conferences 42 (2018): 00070. http://dx.doi.org/10.1051/shsconf/20184200070.

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Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner’s subsequent language production [1]. Exposure to English structures through explicit instruction is reported to have inconclusive results. [2] reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students’ writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section) test were intensively
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Mark Mueller, Charles. "Effects of Explicit Instruction on Incidental Noticing of Metaphorical Word Sequences during a Subsequent Reading Task." International Journal of English Studies 10, no. 1 (2010): 81. http://dx.doi.org/10.6018/ijes/2010/1/113991.

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Two experiments were conducted to determine whether explicit instruction focusing on metaphorical collocations would promote the incidental noticing of similar phrases by English learners during a subsequent reading task. Noticing was operationalized using the remember-know protocol and learning was measured on a fill-in-the-blanks test. In Experiment 1 (N = 36), within-subjects comparisons showed that explicit instruction led to more incidents of noticing (p < .001). Experiment 2 (N = 24) sought to extend the findings by examining whether self-referential questions during instruction w
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Behbahani, Hossein Kargar, Ali Akbar Jabbari, and Amir Hamed Dolatabadi Farahani. "EFFECTIVENESS OF EXPLICIT INSTRUCTION OF COHESIVE DEVICES ON IRANIAN EFL LEARNERS' WRITING DEVELOPMENT." International Journal of Advanced Multidisciplinary Scientific Research 1, no. 4 (2018): 1–10. http://dx.doi.org/10.31426/ijamsr.2018.1.4.211.

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The present study aims to investigate the effect of explicit instruction of cohesion and coherence in Iranian EFL learners' writing development. Cohesion and coherence are both important concepts which cover a large number of discourse features of texts that need to be mastered by language learners. The aim, then, is to determine whether the students' writing ability would be improved when teachers explicitly teach these ideas in their classes. In order to achieve the aims, the described methodology has been used. The sample has been randomly chosen from students of English at university level
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Rimshah Shaukat, Saliha Arbab, and Anam Bashir. "A Comparative Study of Explicit and Implicit Grammar Instruction: Effects on Learner Uptake." Critical Review of Social Sciences Studies 3, no. 2 (2025): 489–99. https://doi.org/10.59075/ra7rtj16.

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This study compares the effects of explicit and implicit grammar instruction on second language (L2) learners’ uptake, focusing on how these methods influence learner engagement, retention, and grammatical accuracy. Explicit instruction involves direct teaching of grammatical rules, whereas implicit instruction facilitates learning through exposure to language in natural communicative contexts. The research, conducted through a survey of 20 students from varying English proficiency levels, explores learners’ preferences, perceived retention, and confidence in using grammar structures. The find
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Windu Asrini, Hari, Arti Prihatini, Ajang Budiman, and Anisa Ulfah. "Examining the Comprehension of Effective Sentences through Grammaticality Judgment Tests and the Implication on Writing Instruction." Language Teaching Research Quarterly 40 (May 2024): 194–215. http://dx.doi.org/10.32038/ltrq.2024.40.12.

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Students are required to master effective sentences to support their writing skills. However, students often struggle with comprehending and constructing effective sentences due to their limited proficiency and competence. This research examines the comprehension of effective sentences through grammaticality judgment tests and its implications for writing instruction. This research employs mixed methods. Two hundred three first-semester students from Universitas Muhammadiyah Malang were selected for research using purposive sampling. Data was collected using grammaticality judgment tests and s
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Lavoie, Natalie, Marie-France Morin, Mélissa Coallier, and Denis Alamargot. "An explicit multicomponent alphabet writing instruction program in grade 1 to improve writing skills." European Journal of Psychology of Education 35, no. 2 (2019): 333–55. http://dx.doi.org/10.1007/s10212-019-00428-6.

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Rastle, Kathleen, Clare Lally, Matthew H. Davis, and J. S. H. Taylor. "The Dramatic Impact of Explicit Instruction on Learning to Read in a New Writing System." Psychological Science 32, no. 4 (2021): 471–84. http://dx.doi.org/10.1177/0956797620968790.

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There is profound and long-standing debate over the role of explicit instruction in reading acquisition. In this research, we investigated the impact of teaching regularities in the writing system explicitly rather than relying on learners to discover these regularities through text experience alone. Over 10 days, 48 adults learned to read novel words printed in two artificial writing systems. One group learned spelling-to-sound and spelling-to-meaning regularities solely through experience with the novel words, whereas the other group received a brief session of explicit instruction on these
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Daiute, Colette. "Points of View in Children’s Writing." Language Arts 75, no. 2 (1998): 138–49. http://dx.doi.org/10.58680/la19983281.

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Argues that children’s points of view shape knowledge in the classroom and are central to the development of children’s writing and learning. Finds points of view by referring to examples of talk and writing; explains how cultural and personal factors come into play; and proposes that points of view become an explicit aspect of instruction, especially in multicultural settings.
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Wang, Weilu, Shu Zhao, Jie Chen, and Manfu Duan. "Blended Teaching for Grammar Acquisition: Application and Satisfaction." Theory and Practice in Language Studies 14, no. 8 (2024): 2629–39. http://dx.doi.org/10.17507/tpls.1408.35.

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Blended instruction integrating online and face-to-face teaching is increasingly adopted in Chinese higher education. However, research on implications for advancing student-centered pedagogy is limited. This study aims to develop a blended instruction framework tailored for grammar acquisition. The design aligns online explicit grammar modules with face-to-face integrated reading, writing, listening, and speaking sessions. Online components provide holistic instructions, explanations, and practice while in-person activities enable skill transfer through meaningful communicative tasks. The mod
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Forsberg, Julia, Maria Lim Falk, and Ghazaleh Vafaeian. "Grammatikens plats och funktion i sva-undervisningen." Språk och stil 34 (February 11, 2025): 177–209. https://doi.org/10.61965/sos.v34i.34492.

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In the present study, four teachers’ views on grammar instruction for newly arrived adolescents are explored through semi-structured interviews focusing on the subject Swedish as a second language, and the varied ways in which the teachers include grammar in their teaching. The topics that emerge through the interviews are extracted through ethnographic analysis, in which the researchers move from a bottom-up to a top-down approach where themes are continuously reorganised and reified in the light of previous research. The views of the teachers are then summarised in four teacher profiles, usi
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Sharp, Laurie A. "The Effect of Explicit Instruction with Writing Conventions Among Preservice Teachers." Georgia Journal of Literacy 37, no. 1 (2014): 18–22. http://dx.doi.org/10.56887/galiteracy.32.

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Preservice teachers require both personal knowledge and pedagogical understandings with written conventions. Concern with preservice teachers’ inability to demonstrate proficiency with written conventions prompted this study. This study utilized a pretest/posttest design, and participants’ were preservice teachers enrolled in a teacher education program. Participants completed five professor-created lessons aimed to develop personal knowledge with written conventions. Findings showed statistical significance regarding participants’ personal knowledge after receiving explicit instruction with w
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