Abstract
AbstractFocus on Form (FonF) instruction places dual emphasis on meaningful interaction and overt reference to problematic or more complex forms in L2 classes. One way to draw attention to such forms is through incidental preemptive FonF. As an attempt to expand the scope of teacher-initiated preemptive FonF, the present quasi-experimental study explored the applicability of planned preemptive FonF in writing classes. Specifically, it investigated the relative impacts of indirect comprehensive written corrective feedback (WCF) with and without planned preemptive FonF on two groups of advanced Iranian EFL learners’ essay writing ability. The control group (N = 18) received delayed reactive FonF (i.e. WCF) following their essay writing practices from their teacher. On the other hand, the experimental group (N = 18) received planned preemptive FonF prior to their writing practices in addition to delayed reactive FonF. The findings based on paired samples t-test and the analysis of covariance (ANCOVA) indicat...
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