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.
Primary Language | English |
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Subjects | Studies on Education |
Journal Section | Articles |
Authors | |
Publication Date | September 15, 2016 |
Published in Issue | Year 2016 Volume: 2 Issue: 2 |