Short-term And Long-term Effects Of Differentiated Grammar Instruction: A Quasi-experimental Study

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dc.contributor.authorBoulkroun, Fouad
dc.date.accessioned2023-04-10T11:02:50Z
dc.date.available2023-04-10T11:02:50Z
dc.date.issued2020-09-15
dc.descriptionمقالen_US
dc.description.abstractThe present study raises two research questions: (1) Does the use of differentiated instruction have a differential effect on the learning of parallel structures in the short-term, in comparison with explicit or implicit instruction? (2) Will the differences, if any, last in the long term? Thirty (30) first-year university English language learners were divided into three groups: an explicitgroup (N=10), an implicit group (N=10), and a differentiated group (N=10). Grammaticality Judgment Tests were used to measure accuracy. The ANOVA test results in SPSS show that differentiated instruction had a lasting differential effect. Recommendations for research and pedagogy are discussed.en_US
dc.identifier.citationBoulkroun, Fouad. Short-term And Long-term Effects Of Differentiated Grammar Instruction: A Quasi-experimental Study. مجلة علوم اللغة العربية وآدابها. مج12. ع.02. 15/09/ 2020 جامعة الوادي. [أكتب هنا تاريخ الإطلاع]. متاح على الرابط [انسخ هنا رابط التحميل]en_US
dc.identifier.issn716X- 2602
dc.identifier.urihttp://dspace.univ-eloued.dz/handle/123456789/18971
dc.language.isoenen_US
dc.publisherجامعة الوادي - University of Eloueden_US
dc.subjectDifferentiated instruction ; explicit ; implicit ; grammar ; methoden_US
dc.titleShort-term And Long-term Effects Of Differentiated Grammar Instruction: A Quasi-experimental Studyen_US
dc.typeArticleen_US

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