Post-writing form-focused instruction in process-genre-oriented writing classrooms: Effects on second language learners’ writing accuracy

Recent findings have provided growing evidence in support of process-genre-oriented writing pedagogy. However, these types approaches tended to place form-focused instruction (FFI) the background, particularly explicit teaching grammar (i.e., isolated FFI). As such, limited improvement accuracy was reported by recent studies. It is, therefore, important look into how FFI might further improve this aspect within classrooms. Thus, current study investigates effects post-writing (post-FFI) on second language (L2) environment. Using mixed methods quasi-experimental design, show that post-FFI benefits students as it improved their overall accuracy, errors impede meaning (levels 2 and 3 errors). This attributed noticing, contextualised learning forms, students’ psycholinguistic readiness supported qualitative responses. Nonetheless, some challenges were also regarding intervention. Implications for L2 pedagogy future research are discussed.