Combining isolated and integrated form-focused instruction: Effects on productive skills

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

Language, Culture and Curriculum

Volume

27

Issue

3

First Page

278

Last Page

293

Publication Date

1-1-2014

Abstract

Previous studies revealed that isolated and integrated form-focused instruction (FFI) are two effective means of improving language proficiency of students, separately. However, few empirical studies have explored their complementarity in the context of English as a second language. This study, therefore, investigates the effects of combining isolated and integrated FFI on the speaking and writing skills of second language (L2) learners at the tertiary level in the Philippines. Forty-one college students were divided into two groups: Group A received both the isolated and integrated FFI, while Group B received the standard English programme for college freshmen. Findings suggest that students who received the combined isolated and integrated FFI have significantly improved in their productive skills and have outperformed the students from the control group. © 2014, Taylor & Francis.

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Digitial Object Identifier (DOI)

10.1080/07908318.2014.973416

Disciplines

Language and Literacy Education

Keywords

English language—Study and teaching—Foreign speakers

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