Abstract:

This study reports on findings of a replication study of Valeo and Spada (2015) that investigated the timing of grammar instruction. In this respect, the frequently discussed issue of isolated and integrated form-focused instruction was reconsidered based on the beliefs of main stakeholders, teachers and learners. In order to collect data, two questionnaires consisting of 5-point Likert-scale items developed by Valeo and Spada (2015) were administered to 651 English as a Foreign Language (EFL) learners with different language proficiency levels and 42 instructors teaching English to them at a state university in Turkey. The analyses of the questionnaires indicated that both EFL learners and teachers were in the same camp and they preferred integrated form-focused instruction rather than the isolated one while they did not disregard the importance of the isolated form-focused instruction. The findings also revealed that language proficiency did not play a significant role in EFL learners’ preferences of integrated and isolated form-focused instruction.

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