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Li, Shaofeng ․ Ellis, Rod ․ Kim, Jeungeun (2018). The Influence of Pre-task Grammar Instruction on L2 Learning: An Experimental Study. Studies in English Education, 23(4), 831-857. This article reports a study examining the impact of pre-task explicit instruction on L2 learning outcomes. 72 eighth-grade EFL learners at a Chinese middle school were assigned to three groups: Explicit Instruction + Task (EI), Task Only, and Control. Both experimental groups performed two communicative tasksdoi:10.22275/see.23.4.03 fatcat:nejoueh4kzfspcdlhoaiwctw4q