Long-term effects of explicit versus implicit instruction on EFL writing

This study investigated the long-term effectiveness of explicit versus implicit instruction in a classroom setting. The participants were 114 Dutch secondary school students learning English as an L2; control group received and intervention meaning-based context for two academic years. Instructional effects measured via timed writing task. products groups compared terms holistic quality, complexity, accuracy fluency. results revealed that equally effective promoting global proficiency, complexity Regarding accuracy, interesting differences found learners’ command tense/aspect related verb phrases. findings suggest benefit lies use correct forms, whereas choice communicative context.