Form-Focused Instruction in ESL Classes with Emphasis on Textual Enhancement Techniques: A Study Among Secondary Level Students

This study explores the role of form-focused instruction in ESL classrooms, with particular emphasis on textual enhancement techniques among secondary-level students. The research aims to assess the impact of textual enhancement techniques on grammar learning and examine learners’ attitudes and beliefs toward grammar instruction. A mixed-methods approach was adopted, combining both quantitative and qualitative data. The primary instruments for data collection included a pretest–posttest design for two groups, a questionnaire, and a focus group discussion. Data were analyzed using a paired-sample t-test and one-way ANOVA in SPSS. The findings revealed that textual enhancement techniques had a significant positive effect on grammar learning outcomes. The p-value for the experimental group was lower than the alpha level, confirming the effectiveness of the intervention. Additionally, data from the questionnaire indicated that students held positive attitudes toward grammar learning, recognizing the importance of grammar, its relevance for future communication, and the challenges they face in grammar lessons. Students also expressed a preference for grammar instruction supported by textual enhancement techniques. The study concludes that textual enhancement techniques are effective in improving grammar learning and fostering positive learner attitudes. It recommends that future research should further investigate other input enhancement techniques within the Sri Lankan ESL context.