Isolated and Integrated Form-Focused Instruction from Learners’ Perspective

Abstract

In place of categorical hypotheses for rejection or acceptance of isolated or integrated form-focused instruction (FFI) in (quasi) experimental studies, this survey was intended to gauge the complementary versus competing nature of isolated and integrated FFI from learners’ perspective. The impetus behind this study was the overwhelming lack of learner-centered surveys and overconduction of experimental, quantitative and non-ethnographic examination of FFI. Adopting the questionnaire developed and validated by Spada et al. (System 37:70–81, 2009), the researchers gave it to 454 Turkish low- and high-proficiency learners of English to test their preference toward grammar learning. Statistically speaking, whereas beginner learners did not have a specific preference toward isolated or integrated FFI, advanced learners showed a particular preference toward integrated FFI. The nonexistence of determination among beginner learners was likely to be related to their lower proficiency. In contrast, advanced learners’ decided preference toward integrated FFI is correlated with their higher proficiency.