The influence of pre-task grammar instruction on L2 learning: An experimental study

This article reports a study examining the impact of pre-task explicit instruction on L2 learning outcomes. 72 eighth-grade EFL learners at a Chinese middle school were assigned to three groups: Explicit Instruction + Task (EI), Task Only, and Control. Both experimental groups performed two communicative tasks providing opportunities for the learners’ exposure to and use of the English passive voice―the target structure. The EI group were given...