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ERIC Number: EJ1131596
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1833-4105
The Impact of Planned Preemptive Focus on Form on Iranian EFL Learners' Essay Writing Ability
Gholami, Javad; Aliyari, Somayeh
International Journal of Pedagogies and Learning, v10 n3 p234-245 2015
Focus on Form (FonF) instruction places dual emphasis on meaningful interaction and overt reference to problematic or more complex forms in L2 classes. One way to draw attention to such forms is through incidental preemptive FonF. As an attempt to expand the scope of teacher-initiated preemptive FonF, the present quasi-experimental study explored the applicability of planned preemptive FonF in writing classes. Specifically, it investigated the relative impacts of indirect comprehensive written corrective feedback (WCF) with and without planned preemptive FonF on two groups of advanced Iranian EFL learners' essay writing ability. The control group (N = 18) received delayed reactive FonF (i.e. WCF) following their essay writing practices from their teacher. On the other hand, the experimental group (N = 18) received planned preemptive FonF prior to their writing practices in addition to delayed reactive FonF. The findings based on paired samples t-test and the analysis of covariance (ANCOVA) indicated that the writing performance of both groups improved though at significantly varying rates. When delayed reactive was accompanied with planned preemptive FonF, the learners were able to craft better essays. This study demonstrates that preemptive FonF easily lends itself to be planned in writing courses and calls for employment of both planned and incidental preemptive FonF along with WCF in writing courses.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A