ผลของการสอนวากยสัมพันธ์แบบชัดแจ้งและแบบนัยต่อความถูกต้องทางไวยากรณ์ของนักศึกษาวิชาเอกภาษาอังกฤษ
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The comparative effectiveness of explicit and implicit grammar instruction remains a central issue in second language acquisition. This is especially important in tertiary English as a Foreign Language (EFL) context, where classroom instruction often serves as the main source of linguistic input. This study investigated the effects of explicit and implicit syntax instruction on the grammatical accuracy of second-year English major students in a Thai tertiary context and examined whether learners’ perceived instructional effectiveness predicted improvement in grammatical accuracy. The participants were selected because they had a similar level of grammatical proficiency and were enrolled in the compulsory Introduction to Syntax course in the English Program at Phetchaburi Rajabhat University (PBRU) in the first semester of the 2025 academic year. A quasi-experimental pretest–posttest design was implemented with two intact classes (N = 60). The explicit group received rule-based instruction with metalinguistic explanation and structured practice, whereas the implicit group participated in meaning-focused communicative tasks without overt grammatical explanation. Data were analyzed using paired-sample t-tests, analysis of covariance (ANCOVA), effect size calculations, and linear regression.Results revealed significant improvement in grammatical accuracy in both groups, with the explicit instruction group outperforming the implicit group. Learners’ perceived instructional effectiveness was also found to significantly predict improvement in grammatical accuracy. The findings suggest that explicit instruction yields stronger short-term gains in accuracy, while learners’ perceptions play an important role in facilitating learning outcomes. However, these findings should be interpreted with caution due to the relatively short intervention period and the use of a single performance measure, which may limit the extent to which long-term or multidimensional language development is captured.
Author: Pankeaw, Pisan
Institution: Phetchaburi Rajabhat University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220592021