This study investigates EFL learners’ and teachers’ beliefs and preferences for isolated and integrated focus on form and explores the relationship with learners’ EFL proficiency level. A total number of 157 learners and 53 teachers completed the questionnaires on preferences for integrated and isolated focus on form. Participants’ views were further explored based on their responses to the open-ended prompts at the end of the questionnaires. The results indicated that proficiency level influenced learners’ preferences for isolated and integrated focus on form. In addition, teachers and learners were found to hold divergent attitudes towards different types of focus on form instruction. The study concludes by emphasizing the importance of considering students’ preferences in planning classroom practices.
Baleghizadeh,S. and Khodarahmi,E. (2015). EFL Learners’ and Teachers’ Preferences for Isolated and
Integrated Focus on Form: The Effect of Learners’
Proficiency. Iranian Journal of Language Issues, 1(1), 19-36.
MLA
Baleghizadeh,S. , and Khodarahmi,E. . "EFL Learners’ and Teachers’ Preferences for Isolated and
Integrated Focus on Form: The Effect of Learners’
Proficiency", Iranian Journal of Language Issues, 1, 1, 2015, 19-36.
HARVARD
Baleghizadeh S., Khodarahmi E. (2015). 'EFL Learners’ and Teachers’ Preferences for Isolated and
Integrated Focus on Form: The Effect of Learners’
Proficiency', Iranian Journal of Language Issues, 1(1), pp. 19-36.
CHICAGO
S. Baleghizadeh and E. Khodarahmi, "EFL Learners’ and Teachers’ Preferences for Isolated and
Integrated Focus on Form: The Effect of Learners’
Proficiency," Iranian Journal of Language Issues, 1 1 (2015): 19-36,
VANCOUVER
Baleghizadeh S., Khodarahmi E. EFL Learners’ and Teachers’ Preferences for Isolated and
Integrated Focus on Form: The Effect of Learners’
Proficiency. IJLI, 2015; 1(1): 19-36.
