An Exploration of Chinese EFL College Students’ Preferences for Form-Focused Instruction = 중국 EFL 대학생의 형태초점교수법 선호도에 관한 연구

다국어 초록 (Multilingual Abstract)

Learners’ preferences for grammar instruction are an important aspect of individual
differences in second language （L2） learning. While some studies have examined the
instructional effects of form-focused instruction （FFI） in general educational contexts,
relatively few have explored Chinese college students’ preferences for FFI. The present study
employed a mixed-methods design to explore the preferences of 370 Chinese college students
for FFI in grammar instruction. The quantitative data consisted primarily of students’
responses to the questionnaire, which included 26 Likert-scale items. Statistical analyses were
conducted using SPSS 26.0, including a paired-samples t-test and mixed-design analyses of
variance （ANOVAs） to examine students’ preference patterns and variations by gender, major,
and proficiency level. The qualitative data were derived from semi-structured interviews with
15 students, guided by 13 open-ended questions. The interview data were analyzed using
NVivo 15 to explore students’ perceptions and interpretations of FFI approaches to grammar
instruction.
The findings revealed different patterns in Chinese college students’ preferences for FFI
in an English as a Foreign Language （EFL） context. Quantitative results showed a significant
but modest overall preference for isolated FFI over integrated FFI. With respect to learner
variables, gender was not associated with significant differences in either overall preference
levels or relative preference patterns. In contrast, major was associated with variation in
learners’ preferences, with a significant interaction between FFI type and major, as well as
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limited differences in overall preference levels across majors. In addition, proficiency level
was not associated with significant differences in overall preference levels; however, a
significant interaction between FFI type and proficiency level indicated that the relative
difference between isolated and integrated FFI varied across proficiency groups, with a more
pronounced preference for isolated FFI among lower-proficiency learners.
Qualitative findings further showed that the participants held distinct yet complementary
perceptions of the two instructional types. Isolated FFI was perceived as beneficial for
providing rule clarity, supporting grammatical accuracy, facilitating the understanding of
complex forms, enhancing confidence, and reducing perceived cognitive load. In contrast,
integrated FFI was associated with meaningful and engaging learning, contextualized
language use, greater awareness of grammar in communication, and perceived support for
retention. Importantly, learners’ preferences for isolated and integrated FFI were found to be
conditional rather than fixed, varying according to instructional timing, task demands, and
learning goals. By focusing on learners’ preferences as one dimension of grammar instruction,
this study offers a context-specific description of how Chinese EFL learners perceive isolated
and integrated FFI and suggests that instructional timing, task demands, and learning goals
should be considered in grammar teaching.

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1.1 Background of the Study 1
• 1.2 Purpose and Research Questions of the Study 5
• 1.3 Limitations 6
• 1.4 Framework of the Study 7
• Ⅱ. Literature Review 9
• 2.1 The Role of FFI in Grammar Learning 9
• 2.2 A Typology of FFI 12
• 2.3 Isolated FFI vs. Integrated FFI 19
• 2.3.1 Isolated FFI 20
• 2.3.2 Integrated FFI 22
• 2.4 Theoretical Foundations for Interpreting Learners’ Preferences 24
• 2.5 Previous Studies 26
• 2.5.1 Empirical Evidence on the Effectiveness of Isolated and Integrated FFI 27
• 2.5.2 Empirical Research on Learners’ Preferences for Isolated and Integrated FFI 32
• 2.5.3 Learners’ Preferences for FFI by Gender, Major, and Proficiency Level 36
• 2.6 Research Gap and Original Contribution 42
• Ⅲ. Research Methodology 46
• 3.1 Participants 46
• 3.2 Instruments 49
• 3.2.1 Questionnaire on Learners’ Preferences for Isolated and Integrated FFI 50
• 3.2.2 Language Proficiency Test 54
• 3.2.3 Interview Protocol 59
• 3.3 Data Collection Procedures 61
• 3.4 Data Analysis 63
• Ⅳ. Results and Discussions 70
• 4.1 Learners’ Overall Preferences for Isolated and Integrated FFI 70
• 4.2 Differences in Learners’ Preferences for Isolated and Integrated FFI by Gender, Major, and Proficiency Level 75
• 4.3 Learners’ Perceptions of Isolated and Integrated FFI 91
• 4.3.1 Perceived Benefits of Isolated FFI 93
• 4.3.2 Perceived Benefits of Integrated FFI 98
• 4.3.3 Conditional Preferences for Isolated and Integrated FFI 103
• Ⅴ. Conclusion 110
• 5.1 Major Findings 110
• 5.1.1 Learners’ Overall Preferences for Isolated and Integrated FFI in Grammar Instruction 110
• 5.1.2 Learners’ Preferences for Isolated and Integrated FFI by Gender, Major, and Proficiency Level 112
• 5.1.3 Learners’ Perceptions of Isolated and Integrated FFI in Grammar Learning 114
• 5.2 Pedagogical Implications 117
• 5.3 Future Research Directions 120
• REFERENCES 122
• APPENDICES 142