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Form-Focused Instruction on Non-English-Majored Undergraduates¡¯ Foreign Language Writing

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  • Yougen Lou
  • Xiaoguang Li

Abstract

This paper reviewed a one-term experiment on form-focused instruction (FFI) in teaching foreign (English) writing to 162 first-year non-English-majored undergraduate students majored history, economics, computer, agriculture, plant protection, floriculture and veterinary from Yangtze University as participants. Participants in this study consisted of 81 non-English-majored undergraduate students in the control group (CG) and 81 non-English-majored undergraduate students in the treatment group (TG). The participants in CG were taught by the traditional method: grammar-translation teaching method and the participants in TG were taught by the new teaching method of FFI. The results showed that 1) compared with a teacher-dominated approach for CG, FFI in teaching English writing for TG did a better job in enhancing students¡¯ English writing ability; 2) participates in TG hold positive opinions towards FFI in English writing.

Suggested Citation

  • Yougen Lou & Xiaoguang Li, 2018. "Form-Focused Instruction on Non-English-Majored Undergraduates¡¯ Foreign Language Writing," Journal of Asian Development, Macrothink Institute, vol. 4(1), pages 44-52, April.
    • Handle: RePEc:mth:jad888:v:4:y:2018:i:1:p:44-52
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    References listed on IDEAS

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    1. Fahad Hamad Aljumah, 2012. "Saudi Learner Perceptions and Attitudes towards the Use of Blogs in Teaching English Writing Course for EFL Majors at Qassim University," English Language Teaching, Canadian Center of Science and Education, vol. 5(1), pages 100-100, January.
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