The Effects of Form-Focused Communicative Grammar Instruction on Students’ Speaking Fluency and Their Attitudes Toward Speaking Lessons

Abstract

Integrating form-focused instruction (FFI) in the communicative language classroom is the most recently used instructional approach today. To draw learners’ attention to grammatical structures, this approach implements different integrative corrective feedback techniques. The current study investigates the effects of FFI integrated with communicative grammar activities on the speaking fluency of students and their attitudes toward speaking lessons. To carry out the study, participants included 11th-grade students divided into two groups: an experimental group and a control group. Four English teachers from Adilo High School also participated in this study-one of whom intervened and three who had scored the students’ speaking fluency based on the given scoring rubrics. The cognitive and behavioral attitudes of the students were examined through before and after questionnaires. Additionally, the study utilized a quasi-experimental research design with pre-and post-tests to examine students speaking fluency. The finding revealed that FFI integrated with communicative grammar instruction enhanced students’ speaking fluency and their cognitive and behavioral attitudes toward speaking lessons. This suggests that High School students benefit from FFI techniques used in combination with information, opinion, and reasoning-gap communicative grammar activities thus it helped them to improve speaking fluency and change their cognitive and behavioral attitude towards speaking lessons.