The Effects of Focus-on-Form Instructions and L2 Learner Factors on Grammatical Competence in Contexts of CMC

The Effects of Focus-on-Form Instructions and L2 Learner Factors on Grammatical Competence in Contexts of CMC

While the professional literature abounds with the values of focus-on-form instructions in second language classrooms in recent years, few researchers have investigated both short-term and long-term effects of focus-on-form and L2 learners’ factors on grammatical competence in contexts of CMC (Computer-Mediated Communication) in EFL university levels. Therefore, the purpose of the study was to examine (1) the short-term and long-term effects of input-based and output-based instructions on the acquisition of L2 English conditional sentences in contexts of CMC and (2) cognitive and affective factors in the same contexts. The findings showed that the input-based instruction was either as effective as in the short-term period or even better than the output-based one in the long-term period in CMC contexts. In addition, students’ motivation such as attention, efforts, and persistence strongly influenced the achievement during the instruction while WTC (Willingness to Communicate) accounted for students’ achievement in the long-term period. However, causal attributions of ability to success/failure negatively influenced the achievement in both periods. Theoretical positions and pedagogical implications will be discussed.