Post-writing form-focused instruction in process-genre-oriented writing classrooms: Effects on second language learners’ writing accuracy

Abstract

Recent findings have provided growing evidence in support of process-genre-oriented writing pedagogy. However, these types of approaches tended to place form-focused instruction (FFI) in the background, particularly the explicit teaching of grammar (i.e., isolated FFI). As such, limited improvement in writing accuracy was reported by recent studies. It is, therefore, important to look into how isolated FFI might further improve this aspect of writing within process-genre-oriented writing classrooms. Thus, the current study investigates the effects of post-writing isolated FFI (post-FFI) on second language (L2) writing accuracy within this writing environment. Using mixed methods quasi-experimental design, the findings show that post-FFI benefits students as it improved their overall writing accuracy, particularly errors that impede meaning (levels 2 and 3 errors). This improvement was attributed to noticing, contextualised learning of forms, and students’ psycholinguistic readiness as supported by students’ qualitative responses. Nonetheless, some challenges were also reported by students regarding the intervention. Implications for L2 writing pedagogy and future research are discussed.