Cited by 255EFL/ESL Teaching and LearningSecond Language Acquisition and LearningSecond Language Learning and Teaching

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Explicit Learning in the L2 Classroom

Leow, Ronald P.·2015·Routledge eBooks

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Abstract

Explicit Learning in the L2 Classroom offers a unique five-prong (theoretical, empirical, methodological, pedagogical, and model building) approach to the issue of explicit learning in the L2 classroom from a student-centered perspective. To achieve this five-prong objective, the book reports the theoretical underpinnings, empirical studies, and the research designs employed in current research to investigate the constructs of attention and awareness in SLA with the objectives to (1) propose a model of the L2 learning process in SLA that accounts for the cognitive processes employed during this process and (2) provide pedagogical and curricular implications for the L2 classroom. The book also provides a comprehensive treatise of research methodology that is aimed at not only underscoring the major features of conducting robust research designs with high levels of internal validity but also preparing teachers to become critical readers of published empirical research.

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“In this regard, overenhancing might cause the problem that construction learning in the IF group occurred only at the level of shallow processing (Craik and Lockhart 1972; Leow 2015).”
BackgroundInfluential
CALL in ISLA
Leow, R. P., Cerezo, L., Caras, A., & Cruz, G. (2019) · Language learning and language teaching · doi:10.1075/lllt.52.08leo · Cited by 7
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“According to the theory of SLA, attention plays a pivotal role in the acquisition process of INPUT-INTAKE-INTERNAL SYSTEM-OUTPUT [57] and is considered a prerequisite for acquisition [58,59].”
Exploring JASP as a data analysis tool in L2 research: a snapshot
McBride, S., & Garcés-Manzanera, A. (2024) · TEISEL Tecnologías para la investigación en segundas lenguas · doi:10.1344/teisel.v3.45189 · Cited by 6
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“This finding adds credence to the critical role of awareness in acquiring L2 knowledge (e.g., Leow, 2015) and further extends the importance of awareness in retaining and improving L2 knowledge off-line.”
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Malovrh, P. A., & Lee, J. F. (2022) · Modern Language Journal · doi:10.1111/modl.12810 · Cited by 7
EXPLORING THE VERIDICALITY AND REACTIVITY OF SUBJECTIVE MEASURES OF AWARENESS
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“In second language acquisition (SLA), as in cognitive psychology, questions surrounding implicit learning have long been debated from theoretical (e.g., Leow, 2015a; Schmidt, 1990 and elsewhere; Tomlin & Villa, 1994) and empirical perspectives (e.g., Hama & Leow, 2010; Leow, 2000; Williams, 2005).”
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Implicit and Explicit Learning and Knowledge
Godfroid, A. (2021) · Springer texts in education · doi:10.1007/978-3-030-79143-8_142 · Cited by 6
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Jia, R., & Hui, B. (2025) · Studies in Second Language Acquisition · doi:10.1017/s0272263125100867 · Cited by 5
“These methods range from online verbal reports in the form of, for example, think-aloud and stimulated recall (e.g., Leow, 2015), to the use of eye tracking (e.g., Godfroid, 2019), and the scrutiny of logs in computer-assisted language learning systems (e.g., Hui et al., 2023).”
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Input
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Tabari, M. A., Lee, H., & Mansouri, A. (2026) · Applied Psycholinguistics · doi:10.1017/s0142716426100666 · Cited by 2
“Leow (2015) further operationalizes DoP across three stages: input processing, intake processing, and knowledge processing.”
Writing
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Verbally mediated data
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Xue, Y., & Williams, J. N. (2025) · Studies in Second Language Acquisition · doi:10.1017/s0272263124000433 · Cited by 2
“According to Leow ’ s (2015) model, the learner-centered groups, who logically had to engage in deeper processing than the teacher-centered group, may have developed more internalized knowledge of the target system than the teacher-centered group.”
Influential
The effect of task modality on the production of language-related episodes and learning of form
Suzuki, N. (2025) · Language Awareness · doi:10.1080/09658416.2025.2461462 · Cited by 4
“Leow (2015) explained the concept of depth of processing as follows: ‘If one were to process incoming information at a deeper level, that is, employ greater cognitive effort during processing while using prior knowledge to strengthen the process, the chances of remembering such information are…”
The role of working memory and attention control in incidental L2 vocabulary learning from reading-while-listening
Jung, J., Zhang, W., & Lee, M. (2025) · ITL Review of Applied Linguistics · doi:10.1075/itl.24001.jun · Cited by 2
The effects of input modality on novel L2 vocabulary processing during reading: A closer look into attention and awareness
Tuzcu, A. (2025) · Language learning & technology · doi:10.64152/10125/73646 · Cited by 2
“In second language acquisition (SLA) research, attention and awareness have been central constructs in various theoretical L2 learning models (i.e., Leow, 2015; Robinson, 1995; Schmidt, 1990; Tomlin & Villa, 1994).”
Profundidad del procesamiento y reciclaje en los manuales de ELE de niveles iniciales: el caso de los adverbios de lugar
Sánchez‐Gutiérrez, C., & Mella, M. S. (2017) · Journal of Spanish Language Teaching · doi:10.1080/23247797.2017.1315262 · Cited by 3
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Ngô, Đ. H. (2021) · Journal of English Language Teaching and Applied Linguistics · doi:10.32996/jeltal.2021.3.6.12 · Cited by 2
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Overview of methodological procedures in research on written corrective feedback processing
Coyle, Y., Nicolás‐Conesa, F., & Cerezo, L. (2023) · Research methods in applied linguistics · doi:10.1075/rmal.5.03coy · Cited by 1
EFL Learners' Processing of Written Corrective Feedback With Think‐Alouds for L2 Pragmatic Learning
Hsu, H., Chen, Y., & Tai, H. (2025) · TESOL Quarterly · doi:10.1002/tesq.70020 · Cited by 1
From Theory to Practice Drawing on VanPatten’s Input Processing Theory to Address Grammatical Challenges in L2 French
Glimois, L. (2025) · Annali di Ca’ Foscari Serie occidentale · doi:10.30687/annoc/2499-1562/2025/14/002 · Cited by 1
Cognitive and affective reactions to written corrective feedback, type of linguistic items, and second language writing accuracy improvement: an exploratory study
Suzuki, W., & Saito, R. (2026) · Language Awareness · doi:10.1080/09658416.2025.2611884 · Cited by 2
“In this article, learners’ cognitive reactions to WCF are conceptualised within the framework of depth of processing (Leow, 2015, 2020).”
From Red Pen to Algorithm: How Do L2 Learners Engage with Human and Automated Feedback?
Zohali, L., Storch, N., & Knoch, U. (2026) · RELC Journal · doi:10.1177/00336882261419844 · Cited by 2
“This study is informed by cognitive perspectives, speci ﬁ cally Schmidt ’ s (1990) noticing hypothesis and Leow ’ s (2015) model of L2 processing in instructed second language acquisition, which conceptualise feedback as a form of input requiring conscious attention for learning.”
Information-seeking behavior in second language acquisition: Conceptualization and operationalization
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The interaction of working memory capacity and engagement with recasts on different L2 outcome measures: A replication of Révész (2012)
Alipour, J., Mohebi, M., & Roohani, A. (2021) · Language Teaching · doi:10.1017/s0261444821000471 · Cited by 1
“This kind of research (e.g., Leow, 2015; Robinson, 1995) recognizes gradations of cognitive involvement, with the term engagement being used as a near synonym, although, as noted above, paying attention is only one dimension of engagement.”
Background
Die Beziehung zwischen der Bewusstheit und den Lehrmethoden beim Erlernen der (nicht) passivfähigen Verben im Deutschen als Fremd-sprache
Šokčević, I. Š. (2021) · Jezikoslovlje · doi:10.29162/jez.2021.4 · Cited by 1
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Osiesi, M. P., Azeez, F. A., Adeniran, S. A., Akomolafe, O. D., Obateru, O. T., Oke, C. C., Aruleba, A. L., Adekoya, A. F., Olawole, A. O., & Nwogu, G. A. (2023) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-08-2022-0273 · Cited by 1
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Collaborative Writing and Written Languaging: Effects on Accuracy
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Background
Desenvolvimento fonético-fonológico bi/multilíngue e atenção – Questões teóricas abordadas no Speech Learning Model (SLM/SLM-r) e desafios futuros para a pesquisa em segunda língua (L2)
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Leow, R. P. (2019) · The TESOL Encyclopedia of English Language Teaching · doi:10.1002/9781118784235.eelt0978 · Cited by 1
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“While, as mentioned above, there has been an exponential growth of studies addressing the role of DoP in many strands of (I)SLA research, the challenge posed to this DoP strand of research rests primarily on how to operationalize DoP, either indirectly via experimental conditions or tasks assumed to promote deeper pro…”
InfluentialSelf-citation
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Tesadüfi Öğrenmenin Tematik Çerçevesinin Belirlenmesi
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Šokčević, I. Š. (2024) · Društvene i humanističke studije · doi:10.51558/2490-3647.2024.9.2.777
Exploring the potential of content-embedded working memory capacity tasks for advancing second language acquisition research
Zalbidea, J., & Issa, B. I. (2025) · Studies in Second Language Acquisition · doi:10.1017/s0272263125000154
“…that processing information that is stored in working memory is critical for successful linguistic processing and development to take place (e.g., Leow, 2015; Schmidt, 1993; Skehan, 2018; VanPatten, 2004), it is reasonable to expect that performance in content-embedded tasks, relative to complex…”

Authors: Leow, R. P.
Corresponding author: Leow, Ronald P.
ORCID: Leow, Ronald P.
Venue: Routledge eBooks
Publisher: Routledge
Published: 2015-02-20
DOI: 10.4324/9781315887074
OpenAlex: W4253959128
Cited by: 255
References: 0
Citations by year: 2026: 20 · 2025: 56 · 2024: 17 · 2023: 39 · 2022: 22 · 2021: 20 · 2020: 30 · 2019: 17 · 2018: 16 · 2017: 5 · 2016: 8 · 2015: 4
FWCI: 13.01
Type: book
Language: en
Open access: closed
Locations: Routledge eBooks (publishedVersion)
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 › Linguistics and Language › Second Language Learning and Teaching
Keywords: explicit learning, second language acquisition, attention, awareness, cognitive processes in language learning, student-centered learning, curriculum implications, research design, internal validity, research critique

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Explicit Learning in the L2 Classroom

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