The effects of pre-task explicit instruction on the performance of a focused task

This study investigates the influence of pre-task explicit instruction on the performance of a focused task. 72 eighth-grade EFL learners were randomly assigned to two treatment conditions: Explicit Instruction + Task (EI) and Task-Only. Both groups performed two oral dictogloss tasks designed to provide opportunities for the production of past passive constructions. The EI Group received a brief grammar lesson on the English passive voice...