Investigating Explicit and Implicit Teaching Strategies of Formulaic Sequences and Their Influence on Writing Accuracy and Complexity

Nahid Chamani

doi:10.61227/iltt.v1i2.222

Authors

Nahid Chamani University of Tabriz

DOI:

https://doi.org/10.61227/iltt.v1i2.222

Keywords:

Explicit teaching, Formulaic Sequences, Implicit teaching, Writing Accuracy, Writing Complexity

Abstract

Although the positive impact of formulaic sequences on learners’ writing ability has been widely acknowledged, limited empirical research has rigorously explored the comparative effects of implicit and explicit instruction in this area. To address this gap, the present study investigated how explicit versus implicit teaching of formulaic sequences influences Iranian EFL learners’ writing accuracy and complexity. Employing a quasi-experimental design, the study examined 45 students (22 males and 28 females) aged between 14 and 20, recruited from a private language institute in Isfahan. Participants were divided into two experimental groups and one control group. One experimental group received implicit instruction of formulaic sequences, while the other was taught explicitly prior to completing writing tasks. Pre-tests and post-tests were administered across all groups, and learners’ writing accuracy and complexity were assessed through their task scores. Results from ANCOVA analyses demonstrated that both explicit and implicit instruction significantly enhanced learners’ writing performance. Specifically, both approaches improved accuracy, leading to more precise written outputs, and both experimental groups surpassed the control group in terms of complexity. These findings highlight the pedagogical value of integrating explicit and implicit teaching of formulaic sequences into EFL writing instruction, suggesting that mastery of such sequences can contribute meaningfully to the development of learners’ writing skills.

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