Abstract:
This study examined preemptive focus-on-form (FoF) instruction in the ESL classroom using a qualitative research approach with a case study as the design. Preemptive FoF involves addressing potential linguistic difficulties proactively, aiming to enhance learners’ accuracy and fluency. Through lesson recordings, semi-structured interviews with teachers, and focus group discussions with students from senior high schools in the Akatsi South District, the types of Preemptive FoF techniques, their functions, and their benefits used in the ESL classroom were investigated. Findings revealed that preemptive FoF encourages greater learner awareness of complex grammatical structures and promotes active engagement during lessons. Teachers reported using preemptive FoF to address recurring linguistic challenges and scaffold learners’ understanding, while students expressed appreciation for the anticipatory support provided. The study highlights both the benefits and challenges of implementing preemptive FoF, including the need for teacher training and contextual adaptability. These insights contribute to the understanding of effective qualitative strategies for improving ESL instruction and fostering language acquisition.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign
Languages Education, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirement for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language)
in the University of Education, Winneba
DECEMBER 2024
