Abstract
Communicative Language Teaching (CLT) has been popular and accepted almost universally in the late twentieth century (Richards & Rodgers, 2001). However, non-native language (L2) learners' inaccurate output under CLT has been criticized (Celce-Murcia, Dornyei, & Thurrell, 1997) and the demands for form-focused instruction have been called for accuracy, besides fluency, in L2 production (e.g., Doughty & Williams, 1 998a; Ellis, 1993; Long, 1991; Williams, 1995). Accordingly, this study was to investigate the effectiveness of focus on form (FonF) instruction with an EFL reading and writing class at a technical university in southern Taiwan. A mixed methods research design was adopted to collect quantitative and qualitative data via a pretest, posttest, and questionnaire. Thirty-seven students participated in the current study of FonF instruction along with typographical input enhancement (Sharwood-Smith, 1993; White, 1998) and other FonF techniques. The results of the pretest and posttest show significant increase in gains, indicating that FonF instruction appears effective. in addition, the participants' answers to Likert scale questions and short answers to open-ended questions reveal their positive perspectives of the FonF approach. Limitations of this research are pointed out; further studies are proposed; and pedagogical implications for EFL context are suggested.
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