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<p>Learner beliefs and preferences for grammar teaching are important individual differences and can influence achievement in second language (L2) learning. This study investigated the preferences of 125 college learners in China concerning different approaches to grammar instruction. A mixed-method design was adopted. Participants completed a questionnaire consisting of 26 Likert-scale items, and 15 participants were selected for semi-structured interviews to examine their perspectives on form-focused instruction (FFI) in grammar teaching. Statistical analyses were conducted using SPSS 26 to examine the overall patterns of learners’ preferences for FFI in English grammar and to explore variations in preferences across different proficiency levels. The results indicated that EFL college learners, overall, expressed a preference for isolated rather than integrated FFI. However, proficiency level did not significantly affect learners’ preferences for either instructional approach. Qualitative findings from interviews with 15 participants showed different perspectives largely supported these tendencies. These findings contribute to the ongoing discourse concerning the role of learner proficiency in shaping instructional preferences and underscore the importance of a flexible pedagogical framework that accommodates diverse learners’ learning needs. The findings offer valuable insights into the broader discourse on second language acquisition (SLA) and align with the principles of learner-centered instruction.</p>

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Preferences of Chinese EFL college learners for isolated and integrated form-focused instruction

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月10日

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  • Ying Guan

摘要

Learner beliefs and preferences for grammar teaching are important individual differences and can influence achievement in second language (L2) learning. This study investigated the preferences of 125 college learners in China concerning different approaches to grammar instruction. A mixed-method design was adopted. Participants completed a questionnaire consisting of 26 Likert-scale items, and 15 participants were selected for semi-structured interviews to examine their perspectives on form-focused instruction (FFI) in grammar teaching. Statistical analyses were conducted using SPSS 26 to examine the overall patterns of learners’ preferences for FFI in English grammar and to explore variations in preferences across different proficiency levels. The results indicated that EFL college learners, overall, expressed a preference for isolated rather than integrated FFI. However, proficiency level did not significantly affect learners’ preferences for either instructional approach. Qualitative findings from interviews with 15 participants showed different perspectives largely supported these tendencies. These findings contribute to the ongoing discourse concerning the role of learner proficiency in shaping instructional preferences and underscore the importance of a flexible pedagogical framework that accommodates diverse learners’ learning needs. The findings offer valuable insights into the broader discourse on second language acquisition (SLA) and align with the principles of learner-centered instruction.