In place of categorical hypotheses for rejection
or acceptance of isolated or integrated form-focused
instruction (FFI) in (quasi) experimental studies, this survey
was intended to gauge the complementary versus
competing nature of isolated and integrated FFI from
learners’ perspective. The impetus behind this study was
the overwhelming lack of learner-centered surveys and
overconduction of experimental, quantitative and non-ethnographic
examination of FFI. Adopting the questionnaire
developed and validated by Spada et al. (System 37:70–81,
2009), the researchers gave it to 454 Turkish low- and
high-proficiency learners of English to test their preference
toward grammar learning. Statistically speaking, whereas
beginner learners did not have a specific preference toward
isolated or integrated FFI, advanced learners showed a
particular preference toward integrated FFI. The nonexistence
of determination among beginner learners was likely
to be related to their lower proficiency. In contrast,
advanced learners’ decided preference toward integrated
FFI is correlated with their higher proficiency.

EB00000002576K

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• Isolated and Integrated Form-Focused Instruction from Learners’ Perspective