Effects of form-focused-instruction timing and grammatical complexity on grammar learning

This study examined the effectiveness of integrated and isolated form-focused instruction (FFI) on the learning of English grammatical structures of varying complexity, with a focus on learners' prior knowledge of the target structures. Ninety-six freshmen from a university in Busan were assigned to one of three groups: Pre-task FFI, Post-task FFI, or Integrated FFI. They underwent six instructional sessions, with three sessions each dedicated to teaching a relatively more complex target structure and a relatively less complex one. The results indicated that isolated FFI was generally more effective than integrated FFI for the two target structures. Furthermore, the impact of FFI varied with learners