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Abstract
Content-based language instruction and form-focused instruction (FFI) have been investigated extensively in the context of English as a second language. However, there has not been much research concerning FFI in the context of English as a foreign language. The study described here explores the effect of integrated and isolated FFI on the vocabulary, grammar, and writing development of foreign language learners in two separate classes at the primary level in Turkey. It also investigates students’ attitudes towards integrated and isolated FFI. Findings suggest that the students receiving integrated FFI performed better than students receiving isolated FFI in all measures. In addition, the students expressed a preference for integrated FFI.