Form-Focused Instruction on Non-English-Majored Undergraduates’ Foreign Language Writing

Yougen Lou


This paper reviewed a one-term experiment on form-focused instruction (FFI) in teaching foreign (English) writing to 162 first-year non-English-majored undergraduate students majored history, economics, computer, agriculture, plant protection, floriculture and veterinary from Yangtze University as participants. Participants in this study consisted of 81 non-English-majored undergraduate students in the control group (CG) and 81 non-English-majored undergraduate students in the treatment group (TG). The participants in CG were taught by the traditional method: grammar-translation teaching method and the participants in TG were taught by the new teaching method of FFI. The results showed that 1) compared with a teacher-dominated approach for CG, FFI in teaching English writing for TG did a better job in enhancing students’ English writing ability; 2) participates in TG hold positive opinions towards FFI in English writing..

Full Text:



Aljumah, F. H. (2012). Saudi learner perceptions and attitudes towards the use of blogs in teaching English writing course for EFL Majors at Qassim University. English Language Teaching, 5(1), 100.

Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8(1), 189-204.

Amber, G. R. (2009). Teaching Grammar to Adult English Language Learners: Focus on Form. Center for Applied Linguistics, 4, 1-4.

Beniko, M., & Krashen, S. (2004). Is form-focused vocabulary instruction worthwhile? A Journal of Language Teaching and Research, 35(2), 179-185.

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Teaching Theology & Religion, 17(1), 82-83.

Educause Learning Initiativ. (2012). 7 things you should know about flipped classrooms. Retrieved from

Ellis, R. (2016). Anniversary article Focus on form: A critical review. Language Teaching Research, 20(3) 405-428.

Gao, S. X. (2009). Focus on Form in College English Teaching. English Language Teaching, 2(2), 46-48.

Huang, R. H. (2009). Form-Focused Instruction and Planned Lexical Instruction. Foreign Language World, 3, 33-39.

Huelskamp, D. (2015). Flipping the Collegiate Science Classroom: A Review of the Research. Global Education Journal, 2015(1).

Kang, N. (2015). The comparison between regular and flipped classrooms for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18(3), 41-72. Retrieved from

Li, Q. (2013). The effects of post-task focus on form on Chinese EFL learners’ oral performance. Foreign Language Teaching and Research, 45(2), 214-226.

Long, M. (1988). Instructed interlanguage development. In L. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp.115-141). Rowley, MA: Newbury House.

Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins.

Wang, B. L. (2016). An Exploration of Focus on Form in Post-task Peer Interaction at a Chinese University EFL Classroom. Foreign Languages and Their Teaching, 1, 41-49.



  • There are currently no refbacks.

Copyright (c) 2018 Journal of Asian Development

Journal of Asian Development  ISSN 2377-9594   E-mail:

Copyright © Macrothink Institute 

To make sure that you can receive messages from us, please add the '' domains to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', please check your 'spam' or 'junk' folder.