long-term effect of focus on form instruction: A comparative study

This study was an attempt to compare the long-term effect of focus on form versus. focus on forms instruction on grammar achievement among Azari-speaking EFL third-grade high school students at Tikme Dash, Bostan Abad. The subjects were forty five students from two intact classes who were provided by the two different instruction methods, the scores of Forty two students out of them were taken into account. There were twenty four persons in experimental group and twenty one students in control group .They were all male students who attended no English classes in private institutes. Because it was impossible to disrupt the school schedules, the groups were not selected randomly. As to the data collected in pretest, posttest, and delayed posttest, two analyses needed to be done: 1. ANCOVA in which pretest and posttest are considered covariates and delayed posttest is dependent variable.2. MANCOVA in which pretest is covariate and posttest and delayed posttest are dependent variables. In the present study there was a significant difference between learners' grammar achievement on the structure after applying focus on form instruction .The learners in the focus on form group outperformed the learners in the focus on forms instruction and the effect seems durable. It is suggested that teachers and student teachers should be familiar with focus on form instruction through in-service or pre-service education.