A comparative study of focus on form versus focus on forms instruction regarding long-term retention

This quasi-experimental research intended to examine the long-term effect of focus on form instruction on grammar achievement among 42 Azari-speaking EFL third-grade high school students at Bostan Abad, East Azerbaijan. Two intact classes were provided by the same instruction method, namely focus on form instruction, there were twenty four persons in each class .They were all male students who attended no English classes in private institutes. To answer the research question, a one way Repeated Measures ANOVA was conducted since each subject was measured on two occasions (posttest and delayed posttest). As the repeated measures ANOVA's result suggests there is no significant effect for time, Wilks' Lambda=0.97,F(1,41)=1.08,p›0.0005,partial eta squared=0.02. It appears that focus on form instruction has a long-term effect and the effect seems durable. It is suggested that educational environments, especially CLT teachers should be aware of the need-oriented focus on form instruction and apply it in their classes.