Effects of Different Types of Focus-on-form Instruction and Learner Readiness on the Learning of Perfective Modals

The purpose of th e present study is two- fold: to examine the differential effects of input-based and output-based instruction on Korean EFL high school students’ learning of the English perfective modals, and to take learner readiness into account. To this end, three intact classes of first graders at a high school in a local city were randomly assigned to two experimental groups (input-based and output-based, respectively) and one control group. The treatments were provided for three sessions during the curricular class hours. The results showed that the input-based group achieved greater improvement than the control group on the comprehension test, while the output-based group achieved greater improvement than the other two groups on the production test. However, no effects of learner readiness was observed in the learning of the perfective modals. Pedagogical implications and directions for future studies are discussed.