The effects of processing instruction, traditional instruction and meaning—output instruction on the acquisition of the English past simple tense

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Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, methodology): “Therefore, we coded instruction as explicit when it included grammar rule explanation (e.g., Benati, 2005: Master, 1994), L1/L2 contrasts (e.g., Ammar & Lightbown, 2005; Spada, Lightbown, & White, 2005; White & Ranta, 2002), and metalinguistic feedback (e.g., Carroll & Swain, 1993; Ellis, Loewen, &…”
The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice (2008, background): “Farley (2001) and Benati (2005) showed that PI had a greater effect than MOI in helping L2 learners comprehend target forms, and a similar effect to MOI in helping them produce the target forms, whereas Farley (2004) indicated that PI and MOI had similar effects in helping L2 learners both comprehen”
PROCESSING INSTRUCTION AND MEANINGFUL OUTPUT-BASED INSTRUCTION:: Effects on Second Language Development (2006, methodology): “…as an input-based instruction that did not include output+ This conclusion is consistent with some ~Cheng, 2002; Collentine, 1998; Farley, 2001b; Izumi & Bigelow, 2000!, but not all ~Benati, 2005; Farley, 2001a! other research in which the tasks—irrespective of mode—seemed to encourage a…”