Reading Time: 4 minutesA meta-analysis by Spada and Tomita (2010) shows that explicit grammar instruction may be more effective than implicit grammar instruction.
Reading Time: 5 minutesKirschner and colleagues look at the evidence against minimally guided instruction (e.g. discovery learning, inquiry-based learning) and in favor of direct instruction. In particular, they look at how minimally guided instruction does not consider what we know about the cognitive elements of learning.
Reading Time: 5 minutesThis study examines the rhetorical moves frequently found in different phases of EAP lessons and the particular language features common in each phase. The insight from this study may enable teachers to create more accessible and easily navigable lessons.