Designing an instrument to measure explicit and implicit learning processes

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dc.creatorZólyomi, Anna
dc.date2020-04-28
dc.date.accessioned2020-09-11T06:48:18Z
dc.date.available2020-09-11T06:48:18Z
dc.descriptionIn this research paper, the researcher’s intention was to design an instrument that is able to measure learning under two different conditions: explicit and implicit learning. Exploring explicit and implicit learning is gaining more and more attention nowadays in the field of second language acquisition (SLA). The Quantitative method was used in this study to investigate which learning mechanism proves to be more efficient in the selected sample. The present study involved Hungarian technical school, secondary school, and university students from Budapest (N = 40) who participated in completing an Artificial Grammar Learning (AGL) task. The most important finding of the present research endeavour is that implicit learning has proven to be more effective than explicit learning in the case of the selected participants and this was a statistically significant finding. The pedagogical implication of this study is that the effectiveness of implicit learning should be reconsidered by EFL teachers in Hungary.
dc.formatapplication/pdf
dc.identifierhttps://ojs.lib.unideb.hu/CEJER/article/view/5762
dc.identifier10.37441/CEJER/2020/2/1/5762
dc.identifier.urihttp://hdl.handle.net/2437/293955
dc.languageeng
dc.publisherDebrecen University Press (DUPress)
dc.relationhttps://ojs.lib.unideb.hu/CEJER/article/view/5762/5494
dc.rightsCopyright (c) 2020 Central European Journal of Educational Research
dc.sourceCentral European Journal of Educational Research; Vol. 2 No. 1 (2020): Diversity and Equal Opportunity; 92-102
dc.sourceCentral European Journal of Educational Research; Évf. 2 szám 1 (2020): Diversity and Equal Opportunity; 92-102
dc.source2677-0326
dc.subjectexplicit learning
dc.subjectimplicit learning
dc.subjectconsciousness
dc.subjectawareness
dc.subjectquantitative method
dc.titleDesigning an instrument to measure explicit and implicit learning processes
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
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Central European Journal of Educational Research