Implicit Learning in the Developmental English Classroom: Reducing Anxiety and Improving Student Success

Implicit learning occurs in the absence of the intention to learn an unfamiliar skill and is particularly useful when the acquired knowledge is not initially easily verbalized in explicit terms (Cleereman et al., 2019). Implicit learning is simply a way of craftily making learning more meaningful so...

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Bibliographic Details
Published inJournal of College Academic Support Programs Vol. 4; no. 2; pp. 57 - 59
Main Author Ward, Jo
Format Journal Article
LanguageEnglish
Published Journal of College Academic Support Programs 2022
Subjects
Academic Achievement
Anxiety
English Instruction
Learning Strategies
Remedial Instruction
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Summary:Implicit learning occurs in the absence of the intention to learn an unfamiliar skill and is particularly useful when the acquired knowledge is not initially easily verbalized in explicit terms (Cleereman et al., 2019). Implicit learning is simply a way of craftily making learning more meaningful so that students are either not immediately aware they have just absorbed a new concept or else realize that they already understood the concept that was introduced. Once students have gained considerable skill, their ability to absorb new, explicitly taught material improves. In this way, implicit learning complements explicit learning (Dornyei, 2019). In this article, Jo Koy examines how she uses implicit learning to help students in developmental English overcome writing anxiety.