The Effect of Sequential and Integrated Form-Focused Instruction on English Language Development: Testing EFL Learners' Field Sensitivity Styles as Covariate

Document Type : Research Article

Authors

Shima Ghahari

Roya Chavoshian

Somayeh Baniasad-Azad

Shahid Bahonar University

https://doi.org/10.22067/lts.2025.90219.1303

Abstract

With its dual focus on form and meaning, form-focused instruction (FFI) has increasingly attracted the attention of second language practitioners over the past two decades. What is underrepresented is the effect of variations of FFI across learners and learning contexts. This study investigated the impact of integrated and sequential FFI across field sensitivity styles. Forty-eight language learners (M_age=12) sat for a set of pretests, integrated and sequential tasks, and posttests. Following counterbalanced design, field dependent (FD) and field independent (FI) learners received the treatment once integratively and once sequentially. The results of t-test and ANCOVA revealed: a) Integrated and sequential FFI were equally beneficial for morpho-syntactic development; b) The sequential group outperformed in pragmatics; and c) FI learners were significantly better in vocabulary development. Following the research findings, language teaching practitioners are recommended to adopt a combination of sequential and integrated FFI to cater for different learners' cognitive styles.

Highlights

 

Keywords

Form-Focused Instruction (FFI)

Field Sensitivity Style

Morpho-Syntactic Development

Pragmatic Development

Subjects

• Language Education

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Full Text

 

 

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