The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study
Published online on August 03, 2024
Abstract
Language Teaching Research, Ahead of Print.
The present study explores whether a focused task-based peer interaction pedagogical intervention leads to increased explicit and implicit knowledge of past simple tense among young learners of English as a foreign language (EFL) and whether adding pre-...
The present study explores whether a focused task-based peer interaction pedagogical intervention leads to increased explicit and implicit knowledge of past simple tense among young learners of English as a foreign language (EFL) and whether adding pre-...