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The impact of prior explicit instruction on EFL task performance.

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Title: The impact of prior explicit instruction on EFL task performance.
Authors: Mahdian Rad, Hamid (AUTHOR), Nushi, Musa (AUTHOR)
Source: Journal of Educational Research. 2026, Vol. 119 Issue 6, p681-691. 11p.
Subjects: Explicit instruction, Linguistic complexity, Complexity (Philosophy), Teaching methods, Computer assisted language instruction, Passive voice, English as a foreign language
Abstract: This study examines the effects of the Text, Analysis, Task, Exploration (TATE) model and Task-based Language Teaching (TBLT) on EFL learners' written task performance. Forty-eight fifteen-year-old ninth-grade students were divided into two groups: TATE receiving explicit pre-task instruction and TBLT receiving implicit pre-task instruction. Performance was analyzed for complexity, accuracy, fluency (CAF), and passive voice use. Despite concerns that explicit pre-task instruction might hinder performance, no statistically significant differences were found between groups across all measures. However, descriptive statistics and effect sizes suggested a trend favoring the TATE model, particularly in syntactic complexity and passive voice use. These findings contribute to the debate on explicit instruction in task-based language teaching and have implications for EFL pedagogy. The results indicate that incorporating explicit instruction within a task-based framework may offer subtle advantages without significantly compromising task performance, challenging previous assumptions about pre-task explicit instruction. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The impact of prior explicit instruction on EFL task performance.
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  Data: <searchLink fieldCode="AR" term="%22Mahdian+Rad%2C+Hamid%22">Mahdian Rad, Hamid</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nushi%2C+Musa%22">Nushi, Musa</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2026, Vol. 119 Issue 6, p681-691. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+complexity%22">Linguistic complexity</searchLink><br /><searchLink fieldCode="DE" term="%22Complexity+%28Philosophy%29%22">Complexity (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Passive+voice%22">Passive voice</searchLink><br /><searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This study examines the effects of the Text, Analysis, Task, Exploration (TATE) model and Task-based Language Teaching (TBLT) on EFL learners' written task performance. Forty-eight fifteen-year-old ninth-grade students were divided into two groups: TATE receiving explicit pre-task instruction and TBLT receiving implicit pre-task instruction. Performance was analyzed for complexity, accuracy, fluency (CAF), and passive voice use. Despite concerns that explicit pre-task instruction might hinder performance, no statistically significant differences were found between groups across all measures. However, descriptive statistics and effect sizes suggested a trend favoring the TATE model, particularly in syntactic complexity and passive voice use. These findings contribute to the debate on explicit instruction in task-based language teaching and have implications for EFL pedagogy. The results indicate that incorporating explicit instruction within a task-based framework may offer subtle advantages without significantly compromising task performance, challenging previous assumptions about pre-task explicit instruction. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00220671.2025.2563233
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        Text: English
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      – SubjectFull: Explicit instruction
        Type: general
      – SubjectFull: Linguistic complexity
        Type: general
      – SubjectFull: Complexity (Philosophy)
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      – SubjectFull: Teaching methods
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      – SubjectFull: Computer assisted language instruction
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      – SubjectFull: Passive voice
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              Text: 2026
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