An exploratory study on isolated versus integrated form-focused instruction at the primary level in an EFL context

Abstract

The present study explores the role of integrated versus isolated FFI on the L2 vocabulary and grammar development and writing development of language learners at the primary level in Turkey. It also investigates the students’ attitudes towards integrated and isolated FFI at primary level. Content based language instruction (CBI) and form-focused instruction (FFI) have been investigated extensively in contexts such as English as a second language. However, there is not much research carried out about integrating or isolating form-focused and meaning-focused practice in an EFL context. The study was a quasi-experimental research design in which 120 students participated from two private primary schools in Turkey. One of these schools implemented integrated FFI while the other one implemented isolated FFI in language lessons. Two KET exams (as pre- and post-tests) and two essays were used to measure the L2 vocabulary and grammar development of the participants. Their essays were also used to measure their L2 writing development. In addition, the students’ attitudes towards the two instructional methods were investigated. The results showed that the group instructed through integrated FFI performed better than the other group in all measurements. In addition, it was found that the students expressed a preference for integrated FFI in general.