The Impact of Extensive and Intensive Focus on Form Strategies on EFL Learners’ Oral Accuracy

Rahimpour, Massoud; Salimi, Asghar; Farrokhi, Farahman

doi:10.7575/ijalel.v.1n.6p.37

Cited by 7 publications

(8 citation statements)

References 23 publications

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“…The findings of the present study in terms of accuracy of the low proficient learners with and without form-focused instruction are in line with Ellis (1984), Sanz (2003), and Rahimpour et al (2012b). Sanz (2003) studied the effects of explicit metalinguistic and implicit feedback on 28 Spanish freshmen on pronouns.…”

Section: Discussionsupporting

confidence: 53%

The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels

Salimi¹,

Bonyadi²,

Asghari³

2014

TPLS

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Abstract-One of the hotly debated areas of research in second language acquisition since 1990s has been pertained to the role of consciousness in learning second or foreign language. A review of the studies conducted on different aspects of consciousness in second language acquisition revealed there is a gap in the literature on the effect of focus on from instruction on L2 learners' oral or written task performance across different proficiency levels. Therefore, the present study set out to fill the existing gap in the literature and investigate the effects of form-focused instruction on L2 learners' written task performance in terms of accuracy across two different proficiency levels (intermediate and advanced). To this end, sixty learners of English studying English in an institute were randomly chosen as the participants of the study. They were randomly divided into two groups of high and low proficiency levels. The two groups were also divided into two subgroups of with and without F-O-F. All groups were taught for 15 sessions. However, one subgroup of each group received form-focused instruction while the other two subgroups did not receive the treatment. A pictorial narrative task was employed as the post-test instrument to collect the written data. The collected written data were quantified and measured according to measures introduced by Ellis (2003). The findings of the study revealed that form-focused instruction had a significant effect on the accuracy of high proficient learners. The study carries some implications for second language acquisition researchers, language teachers, and syllabus and task designers.Index Terms-focus on form, focus on forms, form-focused instruction, proficiency level, accuracy

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Section: Discussionsupporting

confidence: 53%

The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels

Salimi¹,

Bonyadi²,

Asghari³

2014

TPLS

Self Cite

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“…By contrast, the effects of CF in oral accuracy are still under researched. Only limited studies have paid attention to the relationship between CF and oral accuracy, showing mixed findings (e.g., Chu, 2011 ; Rahimpour et al, 2012 ; Abedi et al, 2015 ). Thus, one of the three dimensions, accuracy, is the focus of the present study.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The analysis of the recording data showed that the CF classes significantly outperformed the control class, thus proving the substantial positive effect CF had on oral accuracy. Rahimpour et al (2012) compared the extensive and intensive focus on form strategies (recast and general feedback, respectively) on the oral accuracy of EFL/ESL learners and found no differences between the two types. Abedi et al (2015) had different findings.…”

Section: Literature Reviewmentioning

confidence: 99%

How Learners’ Corrective Feedback Beliefs Modulate Their Oral Accuracy: A Comparative Study on High- and Low-Accuracy Learners of Chinese as a Second Language

2022

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This paper explores the differences in high-accuracy and low-accuracy learners’ beliefs about corrective feedback when learning Chinese as a second language (henceforth, CSL). In this study, we collected data through a questionnaire survey and an oral test with 76 CSL learners in a Chinese university. The analysis revealed that both high- and low-accuracy CSL learners shared the same beliefs in whether and how the learner errors should be corrected but differed in their beliefs about when is the best time to correct, which error should be corrected, and who the corrector should be. Specifically, the discrepancy between high- and low-accuracy groups’ beliefs about corrective feedback was found to be related to the participants’ oral accuracy. Our results confirm that learners’ CF beliefs can modulate their language accuracy. The corrective feedback beliefs held by high-accuracy groups have implications for improving low-accuracy groups’ oral accuracy. Through comparison with findings on corrective feedback beliefs of English as a foreign/second language (henceforth, EFL/ESL) learners, this study suggested that language pedagogies developed from the research of EFL/ESL learners’ CF beliefs should be able to shed light on this area and have significance for CSL learners. Implications for correcting learner errors in teaching CSL are also provided in the paper.

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“…However, other researchers (Bitchener & Knoch, 2008;Chandler, 2003;Ferris, 2002;Sheen, 2007) claim that CF promotes grammatical accuracy. According to Rahimpour, Salimi, and Farrokhi (2012), the high rate in accuracy can be attributed to the fact that the more frequent, repeated, and intensive the focus on form, the deeper the processing of target language feature takes place.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Coded and Uncoded Written Corrective Feedback on the Accuracy of Learners Writing in Pre-intermediate Level

Salimi

Valizadeh

2015

IJALEL

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To date, conflict exists in the literature on whether or not and how teachers should react to EFL learners' written grammar errors. Coded versus uncoded corrective feedback has been one of the rarely explored areas of investigation in SLA. To shed light on the factors that may explain such conflicting results, this study investigated the effect of coded and un-coded written corrective feedback with regard to possible improvements in the accuracy in writing of preintermediate EFL learners. It, further, sought whether such an effect would last in the long run. In the course of 14 weeks, learners' errors in 2 groups (i.e., coded and uncoded) were reacted. A paired-samples t-test was run to analyze the obtained data. Analysis of the written pieces in the immediate post-test and delayed post test revealed that coded corrective feedback, compared to the uncoded group, had a significantly more positive influence on learners' accuracy improvement both in the short and in the long run. The findings imply that teachers should weigh the learners' abilities and interlanguage, proficiency level, and type of error before applying different feedback types. Moreover, the implications are discussed in terms of effective guidelines for teaching writing in EFL contexts.

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The Impact of Extensive and Intensive Focus on Form Strategies on EFL Learners’ Oral Accuracy

Abstract: This paper is licensed under a Creative Commons Attribution 3.0 License.

Cited by 7 publications

References 23 publications

The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels

The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels

How Learners’ Corrective Feedback Beliefs Modulate Their Oral Accuracy: A Comparative Study on High- and Low-Accuracy Learners of Chinese as a Second Language

The Effect of Coded and Uncoded Written Corrective Feedback on the Accuracy of Learners Writing in Pre-intermediate Level

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