Timing of form-focused instruction: Effects on EFL learners’ grammar learning

This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners’ grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated and after-isolated FFI. The three experimental groups received treatments which combined form meaning with the passive voice teaching target, but attention was drawn timing. treatment before after communicative activities, respectively. For FFI group, intervention occurred during activities. picture writing test written error correction employed measure students’ performance. results indicated that manifested significant improvement. Before-isolated produced best immediate delayed effects, better effect than while findings pedagogical sequences in are important, teachers might need guide adolescent focus on explicitly