Are EFL Learners and Teachers in the Same Camp? A Study on Form-focused Instruction

Year 2016, Volume: 2 Issue: 2, 65 - 77, 15.09.2016

Ümran Üstünbaş

https://doi.org/10.32601/ejal.461019

Abstract

This study reports on findings of a replication study of Valeo and Spada (2015) that investigated the

timing of grammar instruction. In this respect, the frequently discussed issue of isolated and integrated

form-focused instruction was reconsidered based on the beliefs of main stakeholders, teachers and

learners. In order to collect data, two questionnaires consisting of 5-point Likert-scale items developed by

Valeo and Spada (2015) were administered to 651 English as a Foreign Language (EFL) learners with

different language proficiency levels and 42 instructors teaching English to them at a state university in

Turkey. The analyses of the questionnaires indicated that both EFL learners and teachers were in the

same camp and they preferred integrated form-focused instruction rather than the isolated one while

they did not disregard the importance of the isolated form-focused instruction. The findings also revealed

that language proficiency did not play a significant role in EFL learners’ preferences of integrated and isolated form-focused instruction.

Keywords

Grammar; form-focused instruction; integrated FFI; isolated FFI; teachers; learners

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