Pronunciation instruction has historically been notorious for its intense reliance on repetition practice and mechanical drilling across most foreign and second language settings.However, research indicates that form-focused instruction can be substantially beneficial to the development of phonological skills (Saito, 2012). The current quasi-experimental study builds on this strand of research by measuring the impact of focus on form (FonF) on English as a foreign language learners' retention of English word stress patterns, drawing mainly upon the so-called macro-options introduced by Ellis (e.g., 2008). Eight intact classes (N = 129), randomly assigned to four groups (output, input-enhancement, corrective feedback, and control) were subjected to a series of mini-lessons orchestrated by the researchers over an 8-week period. The learners' short-and long-term phonological uptake was assessed by immediate and delayed word-reading tests, respectively. The results indicate that the output-oriented group outperformed the others on the immediate posttest, whereas the input-enhancement group outdid the corrective feedback group. However, none of the three FonF options had a significant durable impact. The findings imply that production-based instruction must be given a high priority in the domain of teaching suprasegmental features, not least lexical stress. Furthermore, phonologically overloading learners during each instructional period is not recommended.Error 125