An investigation to the effectiveness of form-focused instruction (FFI) and meaning-focused instruction (MFI) on Iranian EFL learners' accuracy and fluency in speaking

This study investigated the effectiveness of form-focused instruction (FFI) and meaning-focused instruction (MFI) on Iranian EFL learners' accuracy and fluency in speaking. A pretest-posttest design was used, with ۶۰ Iranian EFL learners randomly assigned to either an FFI or an MFI group. The results showed that both FFI and MFI instruction can lead to significant improvements in accuracy, fluency, and pronunciation in speaking. However, the FFI group had significantly higher mean scores for accuracy and pronunciation on the posttest, while the MFI group had significantly higher mean scores for fluency. The present study's findings suggest that both FFI and MFI approaches can be used to enhance learners' speaking proficiency, depending on learners' needs and goals. The study's findings have important practical implications for language teaching and learning, as they provide guidance on how to incorporate FFI and MFI instruction in language teaching to enhance learners' speaking proficiency. Future research can further explore the effectiveness of FFI and MFI approaches in different contexts and with different populations to provide a more comprehensive understanding of their effectiveness.