Editor for this issue: Dan Parker
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I am working on a project that looks at grammar instruction (specifically within ESL/EFL in my case, but references dealing with other languages are very welcome).
I am looking for sources in the literature that discuss or provide research on the need for longitudinal studies (versus pre-test / brief period of instruction / post-test / later post-test) to determine the efficacy of grammar instruction.
To be completely clear: as well as any actual longitudinal studies, I am interested in sources that provide arguments for (or against) the need for longitudinal studies to adequately judge the usefulness of grammar instruction.