FonF practice model from theory to practice: CALL via focus on form approach and non-linear dynamic motivation to develop listening and speaking proficiency

Abstract

Incorporating a non-linear dynamic system within a focus on form (FonF) approach towards developing listening-speaking proficiency via CALL tools led to a FonF practice model. The model encourages the use of learner-selected audio-visual content, as the learning material to meet individual learner's nonlinear dynamic motivation with a focus on form, meaning, and communication. Drawing on different theories and findings (e.g. complex dynamic systems, input processing model, motivational task processing model, etc.), the model presents a dynamic conceptualization of FonF approach to develop listening-speaking via different CALL tools. To test the model and the validity of its strategies, a mixed methods approach was conducted via questionnaire, interview and learner-self report in a term-long study among 67 EFL learners. The measures of performance taken before and after the intervention indicated improvement and confirmed the effectiveness of the form-, meaning-, and communication-oriented strategies of the model for developing listening-speaking proficiency. The interview data also reflected students' positive attitude towards their perceived improvement following the FonF practice model-based intervention. The main implication of the study for CALL pedagogy is the effectiveness of the FonF practice model at blending the best features of traditional classroom approach with that of CALL tools while catering for the nonlinearity and dynamicity of motivational factors at individual level.