ON THE EFFECT OF ASSESSING THREE KINDS OF FORM-FOCUSED INSTRUCTION ON EFL LEARNER’S ACADEMIC ACHIEVEMENT

This study investigates the nature of three types of focus on form in three communicative classrooms on English as a Foreign Language milieu. The study was conducted with intermediate participants in a private language institute in Bandar Abass, Iran. Based on a mixed method, containing both quantitative and qualitative data collection and analysis, the effectiveness of input-enhancement, dictogloss, and consciousness-raising was traced through a pre-test-post-test design and a two-week classroom observation. SPSS analysis revealed input enhancement and consciousness-raising had significant effects on the gain scores of two groups. The study also showed that there was more viable teacher-learner interaction involving "use of preposition" in consciousness-raising than the two other tasks. The study suggested that Iranian EFL learners could benefit more from consciousness-raising task if appropriately incorporated into classroom activity.