TY - JOUR TT - THE APPLICATION OF INTENSIVE AND EXTENSIVE TASK-BASED FORM-FOCUSED VS. TASK-SUPPORTED INSTRUCTION ON EFL LEARNERS’ WRITTEN TASK ACCURACY AU - Salimi, Asghar AU - Sadighi Rad, Sevda PY - 2016 DA - December DO - 10.18768/ijaedu.280564 JF - IJAEDU- International E-Journal of Advances in Education JO - IJAEDU PB - OCERINT International Organization Center of Academic Research WT - DergiPark SN - 2411-1821 SP - 365 EP - 373 VL - 2 IS - 6 KW - focus on form KW - focus on forms KW - intensive focus on form KW - extensive focus on form KW - accuracy N2 - Some second language acquisitionresearchers argue that the way the instructors provide form focusedinstructions is of great significance in SLA development. The aim of the presentstudy was to investigate whether intensive and extensive form-focusedinstruction would be useful for Iranian EFL learners’ written task accuracy. Toaccomplish the purpose of this quasi-experimental study, 60 female elementarylearners in four intact classes were randomly selected as, the control group(n=15), intensive focus on form group (n=15), extensive focus on form group(n=15), and traditional (PPP) group (n=15). All groups participated in 17sessions of telling reading summary task. The intensive group received feedbackon simple past tense errors only. The extensive group received feedback on allkinds of errors including grammatical, pronunciation and lexical errors. ThePPP group was based on traditional method of presenting, practicing andproducing and the control group didn’t receive any feedback on errors. Tocollect written data from the participants, a narrative task was employed. Thewritten data was quantified regarding the accuracy measure introduced by Ellis(2012). The results of statistical analysis revealed that all form focusedgroups significantly outperformed the control group. 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