Influence of Instruction Type on L2 Learners’ Online Voice Processing of English Phrasal Verbs

Abstract

This study investigated longitudinal effects of explicit and implicit instructional approaches on Korean university students’ online processing of English phrasal verb constructions in both active and passive forms. Image-based eye-tracking methods were used to examine cognitive processes in acquisition of English phrasal verb constructions. Participants were randomly assigned to an explicit-instruction group, or an implicit-instruction group. The explicit-instruction group received direct grammatical teaching, while the implicit-instruction group completed contextualized tasks without overt grammar explanations. After 12 weeks, the implicit-instruction group showed significantly greater gains in correctly processing phrasal verbs, evidenced by higher gaze proportions on corresponding images in posttest assessments. Their gaze patterns also became more focused and systematic, suggesting deeper analytical processing in a context-rich environment. In contrast, the explicit-instruction group displayed comparatively modest gains. These findings support Second Language Acquisition (SLA) theories favoring implicit instruction for more durable language processing skills and underscore the pedagogical value of context-rich grammar instruction for acquiring phrasal verbs.