Lisa Cunningham

Professor Thomas
English 6010
22 January 2022
Project One: Mini Assignment Two
Article One: Explicit and Implicit Learning: Exploring Their Simultaneity and Immediate
Effectiveness
https://doi-org.proxy.lib.wayne.edu/10.1093/applin/amv028
The teaching pedagogical best practices that are being explored are explicit teaching and
implicit teaching. I am interested in these teaching practices, because I think they both provide a
great deal of benefits to both the students and the instructor in the classroom. They give the
teacher an option to teach the students in a way where they can follow different instructions and
have a detailed layout for how to complete and analyze a lesson or assignment, or the teacher can
allow the students to use their own knowledge to figure out the certain assignment themselves,
giving them freedom to apply their creative skills to experience the lesson more on their own.
This article I chose focuses on the learning side of these two best teaching practices. Explicit and
implicit learning is simply the same as explicit and implicit teaching, it is just described and
addresses the teaching from the student’s perspective. Having read this peer reviewed article, I
found that these pedagogical best practices are useful when communicational learning is
occurring in the classroom. There are benefits to both types of learning, in the way they both
allow the students to communicate their ideas by either coming up with their hypotheses and
conclusions or going through the entire lesson as a class. The article included studies based on
these ideas, and it showed that both types of learning/teaching had equal benefits. These
encourage student learning by allowing the students to have direction, but also apply their
previous knowledge to the lesson and experience the lesson on their own. This seemed to be
favorable by the students that were discussed in the article. I feel that these best practices lead to
plenty of student engagement. Not only can the students communicate with their class and the
instructor during the lesson, but the student is also allowed some time to themselves during a
lesson to construct their own ideas and solutions to whatever they may be completing. I would
certainly use these best practices in my own classroom! I feel they both have pros to them to
apply to my classroom instruction and collaboration. One thing that I’d like someone to know
about these best teaching/learning practices, is that it may depend on what you, as an instructor,
are teaching for you to decide which best practice would better suit the students better and aid
their learning to its fullest potential!
Article Two: Relative Effects of Explicit and Implicit Feedback: The Role of Working
Memory Capacity and Language Analytic Ability
https://doi-org.proxy.lib.wayne.edu/10.1093/applin/ams044
This article ranges on ideas about how explicit and implicit feedback effect learners,
which in this peer reviewed article’s case, learners who are learning a second language. This
feedback focuses on direct feedback (explicit feedback) versus indirect feedback (implicit
feedback). I am very interested in learning about how the idea of feedback fits into the teaching
and learning best practices of implicit/explicit. I think since reading this peer reviewed article, I
find that these feedback practices are very significant, because it is important to note the idea of
how you’re responding to students and how they may learn, react, and change from that feedback
given. Within the article, regarding memory and language acquisition of students, both feedback
practices were beneficial to the students. They both had their pros and cons, but there was not a
form of feedback that was really considered better than the other throughout the studies and
experiment explained in the article. This form of the pedagogical best practice is used in the
classroom for a way to provide students directive or indirective feedback to encourage their
learning in ways that’ll further them in the lesson. These can be implemented in the classroom by
the instructor providing detailed and through feedback on how a student in doing during the
lesson, or the teacher can instruct the student in a more indirective way, letting them lead
themselves toward realization. Students can acquire information and learning from both forms of
feedback, using the knowledge the teacher provides them, as well as letting their own knowledge
and progress lead them towards the completion of the lesson. This will allow for the student to
take some more initiative! With the help of this peer reviewed article, I found that both of these
forms of feedback within the ideas of the teaching best practices have benefits and flaws within
them. I think that, for the best intentions for students’ engagement in the classroom, these forms
of feedback should be adjusted to what the students are learning, preparing, working on, and
soon completing. I feel it really depends on the subject the student is experiencing and the
context of the lesson. I would use these feedback ideas in my classroom. I think they provide
different attributes of conducting communication and learning between the student and myself,
as the instructor. I think one thing I’d like others to be aware of when using these forms of
teaching best practices, is to be aware of the context of the material and how you conduct this
feedback with your student! Do not be harsh, be constructive and patient!

Article Three: Modelling Learning Difficulty and Second Language Proficiency: The
Differential Contributions of Implicit and Explicit Knowledge
https://doi-org.proxy.lib.wayne.edu/10.1093/applin/aml022
After reading this peer reviewed article, I have a new perspective on how the best
teaching practices of explicit teaching and implicit teaching affect the knowledge and difficulty
of a certain lesson or subject. This article particularly focuses on how these teaching practices
affect the way a person may acquire and learn a second language. Within the learning and
acquisition phases of learning a second language, these best teaching practices need to be
presented to each student individually. These teaching practices and how a teacher applies them
in the classroom depends on each student and their prior and present knowledge. Every student is
different and may need more explicit teaching than implicit teaching, until they can move on in
the lesson more as an individual and not dependent on the teacher’s instructions. I found that
these teaching practices and the way they implemented in this certain type of subject in a
classroom, can be implemented in the same way in any other classroom, no matter the subject.
All students are different and require different teaching and learning methods to be successful in
the classroom, like the students discussed in this article. Students acquire learning in the way of
which best teaching/learning practice best applies to them at the time and throughout the lesson!
This will encourage the learning of the students, because it will provide a variety of ways within
both teaching/learning practices to learn and work through the various assignments and ideas of
the lesson, because of the benefits the teaching practices provide. They provide diversity for all
students! These practices will certainly lead to student engagement in the way that they provide a
lot of room for learning and experimenting with the subject/lesson being taught. Students will
feel comfortably while experiencing these different best practices in the classroom. I would
incorporate these teaching/learning best practices in my classroom! I think they are great ways to
collaborate with students and help and engage their skills and help them learn the material at
hand. One thing that I think others should know when integrating these teaching best practices
into their classroom, is that it will take a lot of patience and ability to apply constructive criticism
to students, as well as aid in learning the material at all different levels and stages for every
different student!