The impact of explicit instruction on foreign language learners' performance

This study is an attempt to investigate whether explicit instruction will lead to language learners' achievement in learning English as a foreign language. It was hypothesized that there is significant difference between explicit formal instruction and ultimate achievement in learning English as a foreign language. Thirty female learners of English at an intermediate level were randomly selected as the participants of this study. Grammatical judgment test was used for data collection. T-test was employed as the statistical means. The results of statistical analysis supported our hypothesis that there was a significant difference between explicit formal instruction and foreign language learners' performance. (C) 2010 Elsevier Ltd. All rights reserved.