The main rivals to the input or comprehension hypothesis are the skill-building and comprehensible output hypotheses. Studies claiming to show that the skill-building hypothesis is correct consist of studies of the impact of grammar instruction and error correction. These studies show only that instruction and correction have a modest impact on tests in which subjects are focused on form. Compr...

The effect of error feedback on the accuracy of output task types such as editing task, text reconstruction task, picture cued writing task, and dictogloss task, has not been clearly explored. Following arguments concerning that the combination of both corrective feedback and output makes it difficult to determine whether their effects were in combination or alone, the purpose of the present st...

Although a wide array of studies has sufficiently documented the use Flipped and Corpus learning methods in ELT context respectively, marrying both EFL grammar classes remains scanty. To fill this gap, collaborative action research (CAR) jointly designed implemented flipped classroom-based corpus instruction involving an English instructor to promote students’ grammatical knowledge their percep...

Discovery learning approaches to education have recently come under scrutiny (Tobias & Duffy, 2009), with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assist...

The neurolinguistic approach (NLA) is an intensive sentence-based pedagogy designed specifically for low-proficiency learners. It places a premium on orality and the development of both internal external grammars through project-based literacy loop. present study employed pretest–posttest control group design to investigate effect NLA conveniently sampled pre-intermediate EFL learners’ implicit...