Comprehension‐Based Versus Production‐Based Grammar Instruction: A Meta‐Analysis of Comparative Studies

Shintani, Natsuko; Li, Shaofeng; Ellis, Rod

doi:10.1111/lang.12001

Cited by 117EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLanguage Acquisition and Education

Comprehension‐Based Versus Production‐Based Grammar Instruction: A Meta‐Analysis of Comparative Studies

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Shintani, Natsuko, Li, Shaofeng, Ellis, Rod·2013·Language Learning

DOI 10.1111/lang.12001

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Abstract

This article reports a meta‐analysis of studies that investigated the relative effectiveness of comprehension‐based instruction (CBI) and production‐based instruction (PBI). The meta‐analysis only included studies that featured a direct comparison of CBI and PBI in order to ensure methodological and statistical robustness. A total of 35 research projects in 30 published studies were retrieved. The studies were coded for three types of effect sizes: comparative, absolute, and pre‐to‐post change. The comparative effect sizes were used in a subsequent moderator analysis to test the impact of two mediator variables—CBI with and without Processing Instruction and PBI involving text creation versus text manipulation. The results showed that (1) overall, both types of instruction had large effects on both receptive and productive knowledge; (2) for receptive knowledge, CBI had a greater effect than PBI when the acquisition was measured within one week but the difference diminished in the delayed tests (i.e., posttests administered between 1 week and 75 days after the treatment); (3) for productive knowledge, CBI and PBI had similar effects in short‐term measurement but PBI was more effective in the delayed tests; and (4) the initial advantage found for CBI was largely due to Processing Instruction. We discuss the theoretical and pedagogical significance of these findings.

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Some classroom studies and a statistical meta-analysis favor input-based approaches over output-based instruction.
“Some classroom studies, moreover (e.g., Shintani, 2011Shintani, , 2013)), have compared input-based and outputbased instruction; the results, together with those of a statistical meta-analysis of the same issues in teaching grammar in general (Shintani, Li, & Ellis, 2013), favor input-based approaches.”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Shintani, Li, & Ellis, 2013

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Authors: Shintani, N., Li, S., & Ellis, R.
Affiliations: Nanyang Technological University (SG)
University of Auckland (NZ)
Corresponding author: Shintani, Natsuko
ORCID: Shintani, Natsuko
Li, Shaofeng
Ellis, Rod
Venue: Language Learning
Publisher: Wiley
Published: 2013-03-10
Volume: 63
Issue: 2
Pages: 296-329
ISSN: 0023-8333 (ISSN-L)
1467-9922
DOI: 10.1111/lang.12001
OpenAlex: W1903173051
Cited by: 117
References: 68
Citations by year: 2026: 6 · 2025: 3 · 2024: 3 · 2023: 13 · 2022: 8 · 2021: 10 · 2020: 10 · 2019: 13 · 2018: 11 · 2017: 9 · 2016: 15 · 2015: 8 · 2014: 7 · 2012: 1
FWCI: 69.72
Type: journal article
Language: en
Open access: green
hdl.handle.net
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Language Learning (publishedVersion)
eSpace (Curtin University) (submittedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Language Acquisition and Education
Keywords: grammar instruction, processing instruction, text generation, text manipulation, second language grammar acquisition, delayed retention

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Comprehension‐Based Versus Production‐Based Grammar Instruction: A Meta‐Analysis of Comparative Studies

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