- http://etl.journals.pnu.ac.ir/?lang=en
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- Scope Activity Journal: _ Cognitive psychology and school learning _ New technologies and school learning _ Motivation and Learning _ Normalization questionnaires and tools school learning _ Aspects of ethics, values and social related to school learning _ Memory, forgetfulness and learning transfer _ The modern Techniques and methods of teaching and learning _ Independent learner and learner-centered and its role in promoting learning _ Distance education, virt... moreScope Activity Journal: _ Cognitive psychology and school learning _ New technologies and school learning _ Motivation and Learning _ Normalization questionnaires and tools school learning _ Aspects of ethics, values and social related to school learning _ Memory, forgetfulness and learning transfer _ The modern Techniques and methods of teaching and learning _ Independent learner and learner-centered and its role in promoting learning _ Distance education, virtual learning and e-learning _ Theoretical and philosophical foundations of education and learning _ New methods of evaluation in school learning _ Classroom Managementedit
A classroom study was designed to test the hypothesis that explicit knowledge is used by second-language (L2) learners in a free written response task if that knowledge is present. Eighty-one 12–18-year-old learners of Dutch as an L2 took... more
A classroom study was designed to test the hypothesis that explicit knowledge is used by second-language (L2) learners in a free written response task if that knowledge is present. Eighty-one 12–18-year-old learners of Dutch as an L2 took part in a computer-assisted language learning experiment receiving either explicit or implicit instruction about two grammar structures. The ability to use these structures was measured at three points in time by means of an untimed grammaticality judgment task and a free written response task. Explicit and implicit instruction promoted the use of the target structures in free response tasks equally effectively. However, for one structure, both facilitative and inhibitory effects of explicit instruction were observed if first language similarity was taken into consideration.
