a comparative study of the effects of input enhancement and text creation with explicit instruction on iranian efl learners' explicit and implicit knowledge and retention of the definite article

This study investigated the effect of input enhancement and text creation on iranian efl learners' explicit and implicit grammatical knowledge and its retention. two intact classes, each including about 20 female students at the intermediate level were chosen for this study. each of these classes was randomly assigned to one of the experimental groups named input enhancement (ie), and text creation (tc). however the number of participants droped to 14 in each group after application of pet. an untimed grammaticality judgment test (ugjt) was used as a measure of explicit knowledge and a timed grammaticality judgment test (tgjt) was employed as a measure of implicit knowledge. the results of one-way anova for both ugjt and tgjt revealed that both experimental groups were effective on learner's knowledge of article 'the' and retention of that knowledge. however, the results detected no significant difference between the two groups on the tgjt and ugjt post-tests. the study has valuable implications for both learners and teachers.