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Research article

First published 2012-1

Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge

Motoko Akakura

Language Teaching Research

Open access

Research article

First published 2025-7

Motivated Knowledge Acquisition: Implicit Self-Theories and the Preference for Knowledge Breadth or Depth

Cammy Crolic, Joshua J. Clarkson, Ashley S. Otto [...]

Personality and Social Psychology Bulletin

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Article commentary

First published 2026

Beyond a unidimensional view: The multilayered perspective on the implicit–explicit knowledge interface

Junya Fukuta

Second Language Research

Open access

Research article

First published 2024-10

Tracing Implicit Knowledge in Professional Milieus: Methodological Reflections on the Analysis of Theorizing Accounts

Franziska Schmidt

International Journal of Qualitative Methods

Free access

Research article

First published 2017-3

Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing

Yves Karlen, Miriam Compagnoni

Psychology Learning & Teaching

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Research article

First published 2026-5

Impacts of Knowledge and Familiarity on Differences in Explicit Stigma and Implicit Biases Toward Autism Across France

Camille Mazouffre, Florian Laronze, Anouck Amestoy [...]

Autism

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Research article

First published 2015-10

Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond…?

Hedayat Sarandi

Language Testing

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Research article

First published 1996-10

The Nature of Implicit Knowledge of Senior School Administrators

Kirk Salloum

Educational Management Administration & Leadership

Open access

Research article

First published 2024

The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge

Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda [...]

Language Teaching Research

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Research article

First published 2024

The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study

Elisabet Pladevall-Ballester, Eloi Puig-Mayenco, Montserrat Capdevila

Language Teaching Research

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