Abstract This study examined the impact of explicitly teaching orthographic conventions on the spelling of 92 Hebrew speaking strong versus struggling English as a foreign language (EFL) ninth grade students who had been studying English for three to four hours a week since third grade. Additionally, English spelling self-efficacy was examined and participants reflected on program impact. Experimental English real and pseudo-word spelling tests and spelling self-efficacy were administered. All students improved across lessons with stronger students reaching higher grades for each of the conventions. Results found both intervention groups improved for experimental real and pseudo-word spelling but not for standardized English spelling. Self-efficacy increased for all participants following the intervention program. Struggling EFL students reflected that the lessons had been beneficial. They would have preferred to have been taught more lessons, have longer lessons, have the conventions taught at a slower pace, and recommended teaching conventions from a younger age. Most of the strong students noted that the newly acquired knowledge generalized to their English vocabulary acquisition, their reading, writing, as well as their pronunciation.

中文翻译：

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“我之前甚至不知道其中一种约定”：明确的 EFL 拼写说明和个体差异

摘要 本研究检验了 92 名从三年级开始每周学习三到四个小时英语的九年级学生，明确教授正字法对他们拼写的影响。此外，还检查了英语拼写自我效能，参与者反映了计划的影响。进行了实验性英语真实和伪单词拼写测试和拼写自我效能测试。所有学生在课程中都有所进步，实力较强的学生在每个公约中都取得了更高的成绩。结果发现，两个干预组在实验性真实和伪单词拼写方面都有所提高，但在标准化英语拼写方面没有提高。参与干预计划的所有参与者的自我效能感都提高了。苦苦挣扎的 EFL 学生反映这些课程是有益的。他们更愿意接受更多的课程，更长的课程，以较慢的速度教授传统，并建议从小开始教授传统。大多数优秀学生指出，新获得的知识可以概括为他们的英语词汇习得、阅读、写作以及发音。