A Comparative Study of Explicit and Implicit Grammar Instruction: Effects on Learner Uptake

Abstract

This study compares the effects of explicit and implicit grammar instruction on second language (L2) learners’ uptake, focusing on how these methods influence learner engagement, retention, and grammatical accuracy. Explicit instruction involves direct teaching of grammatical rules, whereas implicit instruction facilitates learning through exposure to language in natural communicative contexts. The research, conducted through a survey of 20 students from varying English proficiency levels, explores learners’ preferences, perceived retention, and confidence in using grammar structures. The findings reveal that learners are divided equally in their preference for explicit versus implicit instruction. Students who preferred explicit instruction highlighted the importance of structured exercises for clarity and retention, while those favoring implicit instruction argued that natural language use fosters better long-term retention and fluency. The study also shows that implicit learners demonstrated slightly higher confidence and application of grammar in speaking and writing tasks. Overall, the study suggests that a hybrid approach, integrating both explicit rule-based teaching and implicit exposure to authentic language use, may be the most effective for enhancing both accuracy and fluency. The research also underscores the need for tailored instruction based on learners' proficiency levels, with recommendations for future studies to examine the role of technology in grammar instruction and the impact of different grammar topics on learner outcomes.