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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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