The effects of the timing of form-focused instruction on EFL learners’ learning of difficult and easy grammatical features: A comparative study

Abstract

Form-focused instruction (FFI) research has shifted its focus from whether FFI has an effect to what type of FFI is more beneficial. This study compared the effects of three types of FFI on EFL learners’ learning of difficult and easy grammatical features. Three intact classes with similar proficiency from a Chinese junior middle school were randomly assigned to three groups: integrated FFI, pre-task FFI and post-task FFI. All groups received instructional treatments combining meaning and form, but attention to form was given at different times. In the integrated group, FFI was provided within communicative activities, in the pre-task and post-task groups FFI was provided either before or after communicative activities. Two experiments were carried out, one on a difficult structure and one on an easy structure. Treatment effects were measured through an error correction test (ECT) and a timed grammatical judgmental test (TGJT). The results showed that for the difficult structure, pre-task FFI led to better performance on the ECT, and the three types of FFI were equally effective on the TGJT. For the easy structure, post-task FFI was more effective on both the ECT and the TGJT. Pedagogical implications and suggestions for further research were provided.