Investigating the Impact of Systemic-theoretical Instruction on English Passive Structure Formation: Revisit of Vygotskian Concept-Formation Stance

Abstract

This study investigated the teaching and learning of English passive structures using tool-oriented concepts, specifically examining the impact of Systemic-Theoretical Instruction (STI) on Iranian EFL learners. The Oxford Placement Test (OPT) was administered to 120 EFL learners in Isfahan, Iran, and, based on the scores, the participants were allocated to control and experimental groups, each comprising 60 learners. Concept-Based Instruction (CBI) principles were taught to the experimental group twice a week for 12 weeks, after which a posttest on English passive structure was administered. The posttest had the same 40-item content as the pretest, and an independent-samples t test revealed a significant difference between the experimental and control groups, with the experimental group performing significantly better, t(118) = -3.412, p = .001. Theoretical and pedagogical implications are presented. The study is limited by convenience sampling from selected institutes in one city, the use of the same test form at pretest and posttest, and the absence of an adjusted pretest-posttest analysis. Practically, using orientation tools in a top-down manner helps learners reinforce theoretical recognition, access experiential knowledge, and extend its use to new contexts, while focusing on conceptual categories broadens their understanding of related concepts in passive structures. Pedagogically, the orienting stage allows learners to direct their learning based on conceptual categories, and the same categories provide a consistent teaching-learning sequence, elevating theoretical awareness, understanding, and control of English passive structures.