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1	Invented spelling intervention programmes: Comparing explicit and implicit instructions
	Silva, Ana Cristina; Almeida, Tiago; Rosa, João. - : Ispa Instituto Universitário, 2022
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2	Preliminary Results on the Development of the Perception of Spanish /e/ and /ei/ by Heritage Learners vs. L2 Learners of Spanish in the Classroom
	Ane Icardo Isasa
	In: Languages; Volume 7; Issue 1; Pages: 7 (2022)
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3	Accuracy and Fluency Teaching and the Role of Extramural English: A Tale of Three Countries
	Alexandra Schurz; Marion Coumel; Julia Hüttner
	In: Languages; Volume 7; Issue 1; Pages: 35 (2022)
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4	Comparing Instructional Methods for Address Pronouns in Second Language German ...
	Ryan, Caitlin. - : Arts, 2021
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5	The dramatic impact of explicit instruction on learning to read in a new writing system ...
	Lally, Clare. - : Open Science Framework, 2021
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6	Expressão escrita com a aplicação de conectores ; The use of connectors in writing
	Idanha, Susana Margarida Cipriano da Silva. - 2021
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7	Desenvolvimento vocálico em um aprendiz multilíngue (L1: espanhol; L2: inglês; L3: português) : uma análise via sistemas dinâmicos complexos
	Santana, Anderson Miranda. - 2021
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8	Long-term effects of explicit versus implicit instruction on EFL writing
	Huimin Ke; Yu Luo; Leslie Piggott...
	In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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9	Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
	Magdalena Zinkgraf; María Angélica Verdú
	In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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10	A dicotomia implícito-explícito no ensino de línguas: uma proposta de atualização / The implicit-explicit dichotomy in language teaching: an update proposal
	Graziele Altino Frangiotti; Paula Garcia de Freitas
	In: Revista de Estudos da Linguagem, Vol 29, Iss 1, Pp 121-152 (2021) (2021)
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11	I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
	Samantha Azatova
	In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021)
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12	Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
	Sydorenko, Tetyana; Jones, Zachary; Daurio, Phoebe. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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13	Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts
	McQuillan, Jeff. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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14	Effects of 'explicit' grammatical instruction for Korean heritage language learners: Possessive vs locative-static and locative-static vs locative-dynamic
	Shin, S-C; Joo, A. - : Korean Grammar Education Circle, 2020
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15	Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training
	İlyas Yakut
	In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 1, Pp 101-118 (2020) (2020)
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16	Väljamõeldud morfoloogiareegli omandamine 8-aastastel lastel
	Reili Argus; Eveli Makko
	In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 16, Pp 23-41 (2020) (2020)
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17	The Effects of Input Flood, Structured Input, Explicit Information, and Language Background on Beginner Learners’ Acquisition of a Target Structure in Mandarin Chinese
	Glimois, Laurene
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555425162693471 (2019)
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18	Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation
	Robinson-Kooi, Sally Louise. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
	In: Theses: Doctorates and Masters (2019)
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19	Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice
	Jensen, Helen Faith. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
	In: Theses: Doctorates and Masters (2019)
	Abstract: Whether or not teachers use the research-based practices of Explicit Instruction (EI) in lessons matters, since the salient features of EI design and delivery, backed by empirical research (Hattie, 2009), enable the transfer of new and difficult information from short- to long-term memory (Kirschner et al., 2006). How teachers interpret EI is important, because effective early instruction in “systematic, direct and explicit” phonics and phonological awareness (PA) can reduce the incidence of reading difficulties (Moats, 2010). The aim of this thesis was to investigate, describe and analyse teachers’ enacted understanding of Explicit Instruction in phonics and phonological awareness, and identify the factors that enhanced or inhibited faithful implementation of EI practices in pre-primary classrooms. Case studies were conducted with three pre-primary teachers in Perth, Western Australia. Five explicit phonics and PA lessons, delivered by each teacher, were observed and video recorded over a data collection period of 14 weeks, spanning three school terms in 2014. The teachers were interviewed after the five observations; more extensively at the beginning and end of the datacollection phase. The school principals and, where available, the teacher mentors or EI coaches were also interviewed, with further information gathered from school documents and email contact. The case studies were examined individually and across cases to provide insights into the complexities of teachers’ enacted interpretations of EI. One of the schools had adopted EI as a whole-school approach to literacy in conjunction with fully scripted Direct Instruction Programs (Carnine et al., 2010). In this school, the pre-primary teacher received extensive professional development and delivered EI with fidelity in a school environment highly aligned with teacher-directed approaches. The other two pre-primary teachers taught E I in more eclectic environments, where essential components of EI were not a sufficiently clarified, supported or embedded approach by instructional leaders. Amongst others, O’Donnell (2019) concluded that teachers’ beliefs are an important factor in the success or failure of new teaching approaches. It is therefore likely that the teachers in this study believed phonics should be taught using play-based, meaningful experiences (Campbell, 2015) because the dominant philosophy in early childhood education is play based (Ebbeck & Waniganayake, 2016). This could have contributed to their inability to adhere to critical aspects EI as recommended in the research. I used Bronfenbrenner’s Ecological Systems Theory to explain how teaching practices were subjected to multiple and complex environmental influences and pedagogical content knowledge, in addition to what teachers deemed important to their students’ learning needs. Teachers’ practices and understandings were found to be influenced by confusing national and state policies, a predominantly play-based learning philosophy, vagueness of school policy in relation to literacy and EI, teachers’ personal beliefs, the school’s professional learning framework and the commitment of leadership to embedding teacher-led learning. This study addressed a gap in the literature on teachers’ practice of EI in phonics and phonological awareness, and showed that some teachers could articulate the principles but not put them into practice. The findings have implications for further research, policy and teachers’ professional learning.
	Keyword: Education; Explicit Instruction; Phonics; Phonological Awareness; Pre-Primary Teachers
	URL: https://ro.ecu.edu.au/theses/2251 https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3253&context=theses
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20	The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners
	Nguyen, Nguyet
	In: Masters Theses (2019)
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