Form-Focused Instruction and Present Perfect Tense Learning

People's Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Mohamed Lamine Debaghine, Setif 2 University

Faculty of Letters and Languages

Department of English Language and Literature

Title

Effects of Form-Focused Instruction on Enhancing Students’ Present Perfect Tense

Learning

Case of First-Year Students of English Language at Mohamed Lamine Debaghine Setif 2

University

A proposal submitted in partial fulfilment of the requirements for the degree of Master in

Language Sciences and Didactics

By: Aya BOUCHAMA

Farah BOUFADEN

Supervisor: Dr. Mohamed Akram ARABET

May 2024
Form-Focused Instruction and Present Perfect Tense Learning i

People's Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Mohamed Lamine Debaghine, Setif 2 University

Faculty of Letters and Languages

Department of English Language and Literature

Title

Effects of Form-Focused Instruction on Enhancing Students’ Present Perfect Tense

Learning

Case of First-Year Students of English Language at Mohamed Lamine Debaghine Setif 2

University

A proposal submitted in partial fulfilment of the requirements for the degree of Master in

Language Sciences and Didactics

By: Aya BOUCHAMA

Farah BOUFADEN

Supervisor: Dr. Mohamed Akram ARABET

May 2024
Form-Focused Instruction and Present Perfect Tense Learning ii

Table of Content

1.Background and Significance of the Research.........................................................................1

1.1.Background of the Study...................................................................................................1

1.2.Significance of the Study..................................................................................................1

2.Problem Statement...............................................................................................................................2

3.Purpose Statement...............................................................................................................................2

3.1.General Aim......................................................................................................................2

3.2.Specific Aims....................................................................................................................2

4.Literature Review.................................................................................................................................3

4.1.Previous studies.................................................................................................................3

5.Research Methodology........................................................................................................................3

5.1.Research Design................................................................................................................3

5.2.Research Local..................................................................................................................4

5.3.Research Questions and Hypotheses.................................................................................4

5.4.Description of Research Variables....................................................................................5

5.5.Description of Population.................................................................................................5

5.6.Identification and Recruitment of the Sample..................................................................6

5.7.Data Collection Tools.......................................................................................................6

Form-Focused Instruction and Present Perfect Tense Learning iii

6.Ethical Issues and Considerations....................................................................................................7

7.Data Analysis Plan...............................................................................................................................7

8.Limitations and Delimitations...........................................................................................................7

8.1.Limitations of the study....................................................................................................7

9.Organisation of the Dissertation.......................................................................................................8

REFERENCES...........................................................................................................................9

BIBLIOGRAPHY.....................................................................................................................10

APPENDICES..........................................................................................................................11
Form-Focused Instruction and Present Perfect Tense Learning iv

List of Tables

Table Title Page

Table 1 Research Variables.............................................................................................................5

Form-Focused Instruction and Present Perfect Tense Learning v

List of Acronyms and Abbreviations

EFL English as a foreign language

FFI Form-focused instruction

PPT Present perfect tense

 Form-Focused Instruction and Present Perfect Tense Learning 1

1. Background and Significance of the Research

1.1. Background of the Study

Language learning and proficiency development are complex processes that require a

comprehensive understanding of effective instructional approaches. One area of focus in foreign

language learning research is the role of form-focused instruction in promoting learners’

grammatical accuracy. According to Nassaji (2017), form-focused instruction refers to the

explicit teaching of grammatical structures and rules, where learners’ attention is directed

towards the forms and patterns of a target language in order to enhance their accuracy and

proficiency.

The present perfect tense in EFL learning refers to the grammatical structure that expresses

an action or state that has occurred at an unspecified time in the past, but has a connection or

relevance to the present moment (Biber et al., 1999). In EFL classrooms, learners face difficulties

while dealing with the present perfect tense due to its complex forms and usage. Therefore,

investigating the effects of form-focused instruction on enhancing students’ present perfect tense

is utmost importance.

1.2. Significance of the Study

By examining the effects of form-focused instruction (FFI), this research will provide

valuable insights into the pedagogical strategies that can be employed to enhance student’s

mastery of the present perfect tense.

In addition, the findings of this study will contribute to the existing body of knowledge on

language teaching methodologies and serve as a basis for curriculum development and

instructional practices in English grammar programs.

 Form-Focused Instruction and Present Perfect Tense Learning 2

Problem Statement

The learning and mastery of English grammar, particularly the correct usage of tenses, pose

significant challenges for EFL learners. Among these tenses, the present perfect tense (PPT) which

is known to be particularly complex due to its nuanced rules and varied usage contexts. In this

situation first year students of English at Mohamed Lamine Debaghine Setif 2 University

encounter difficulties in comprehending and accurately using the present perfect tense.

Despite the existing language teaching methodologies, it is essential to investigate the effects of

specific instructional approaches in improving students’ understanding and production of the

present perfect tense. One such approach, which is meant to be investigated in this study, is form-

focused instruction (FFI), which emphasizes explicit teaching and practice of grammatical

structures.

Purpose Statement

The aims of this study are stated below.

1.3. General Aim

This study aims to enhance students’ present perfect tense learning through form-focused

instruction.

1.4. Specific Aims

The researcher aims to:

1. Investigate the effects of form-focused instruction on enhancing students’ present perfect tense

learning.
Form-Focused Instruction and Present Perfect Tense Learning 3

2. Explore students’ perceptions towards form-focused instruction on enhancing their present

perfect tense learning.

Literature Review

1.5. Previous studies

Ellis, R. (2016) examines in a critical review the theoretical and empirical basis of the use

of form-focused instruction in L2 acquisition. The author discusses the potential benefits of

drawing learners’ attention to specific grammatical forms, such as the present perfect tense, to

enhance their language learning.

Estandiari, R., & Barbero, T. (2017) conducted a study in which the researchers investigated

the effects of input-based and output-based form-focused instruction on Iranian EFL learners’

acquisition of the present perfect tense. The results suggested that both instructional approaches

were effective in improving learners’ understanding and use of the present perfect tense.

Spada, N., & Tomita, Y. (2010) their study focused on the effectiveness of different types

of instructional approaches, including form-focused instruction, on the learning of various

language features, including grammatical structures such as the present perfect tense. The

findings indicated that form-focus instruction can be beneficial for enhancing learners’

acquisition of complex grammatical forms.

Research Methodology

1.6. Research Design

The design of this research is a two-group pre-post test design with a mixed methods

approach.
Form-Focused Instruction and Present Perfect Tense Learning 4

This experimental study is going to be based on qualitative and quantitative data analysis.

1.7. Research Local

The research will be conducted at Mohammed Lamine Debaghine Setif2 University in

Algeria.

1.8. Research Questions and Hypotheses

The following research questions and hypotheses are essential to continue this research

5.3.1 Research Questions

1. What are the effects of form-focused instruction on enhancing students’ present perfect

tense learning?

2. What are the perceptions of first year students of English at Mohammed Lamine Debaghine

Setif 2 University about implementing form-focused instruction on enhancing their present

perfect tense learning?

5.3.2 Research Hypotheses

The following hypotheses will be examined according to the study questions

5.3.2.1 Null Hypotheses. First year students of English language at Mohammed Lamine

Debaghine Setif 2 University who are exposed to form-focused instruction do not enhance more

present perfect tense learning than students who do not receive same instruction.

5.3.2.2 Alternate Hypotheses. First year students of English language at Mohammed Lamine

Debaghine Setif 2 University who are exposed to form-focused instruction enhance more present

perfect tense learning that students who do not receive the same instruction.
 Form-Focused Instruction and Present Perfect Tense Learning 5

1.9. Description of Research Variables

5.4.1 Independent Variable

The independent variable of this study is form-focused instruction.

5.4.2 Dependent Variable

The dependent variable of this study is present perfect tense learning.

Table 1
Research Variables

Independent variable Dependent variable Consent variable

Form-focused instruction Present perfect tense learning Age, level, grade, time

The extent to which non- The capacity to learn the The sample consists of

native English learners present perfect tense, students in the same grade and

(students) will be exposed to comprehend it and respond speciality who are non-native

form-focused instruction. appropriately. English learners.

1.10. Description of Population

The population chosen for this research will be first year students of English at Mohammed

Lamine Debaghine Setif 2 University.

1.11. Identification and Recruitment of the Sample

5.6.1 Sample for the Study

 Form-Focused Instruction and Present Perfect Tense Learning 6

The sample for this study will consist of 218 first year English students for the academic year

2024-2025, divided into two groups; the experimental group and the control group.

5.6.2 Sampling Technique

The sample for this study will be selected randomly using a random sampling technique,

ensuring that all members of the population will have an equal opportunity to participate.

1.12. Data Collection Tools

The following tools will be used for the whole data collection process

5.7.1 Document (s) Analysis

5.7.2 Classroom Observation Grid(s)

5.7.3 Focus Group Discussion(s)

5.7.4 Placement Test (s)

5.7.5 Research Questionnaire(s)

5.7.6 Research Interview(s)

5.7.7 Research Diagnostic Test(s)

5.7.8 Experiment Pre-Test

5.7.9 Experiment Progress Test(s)

5.7.10 Experiment Post-Test

5.7.11 Post Experiment Satisfaction Scale(s)

Form-Focused Instruction and Present Perfect Tense Learning 7

Ethical Issues and Considerations

Ethics are essential in any research. For that, the researcher will first ask for authorization

from the university administration by submitting an official written permission (see appendix A).

A consent form of participation will be administered to first year students of English to be signed

by them and the researcher, and a copy of the document will be provided to each one of the

students (see appendix B). The researcher will send permission letters to the researchers

requesting permission to adopt and adapt their tools. Last, participants’ personal information will

be kept secure, confidential and anonymous through the use of coding. Participants will have the

right to participate in the study or to withdraw at any phase of the study. The researcher will

present the findings objectively, transparently, honestly and without any bias that might affect the

results.

Data Analysis Plan

The data will be collected using the previously described tools. The quantitative will be

analysed using the SPSS statistics version 25. On the other hand, the qualitative data will be

analysed thematically.

Limitations and Delimitations

1.13. Limitations of the study

It is fundamental to consider some limitations regarding this study. First, time constraints;

some participants will be unavailable during the time of the experiment, or the collaborator will

opt to withdraw. Second, financial issues; the researcher may encounter budgetary difficulties.

Add to that, problems with data collection tools as well as unexpected technical problems might
Form-Focused Instruction and Present Perfect Tense Learning 8

raise the internal validity issue. Finally, research with limitations is not worthless; rather, it helps

the reader to understand how the data were interpreted under what conditions.

2. Organisation of the Dissertation

The structure of the dissertation will consist of four chapters. The first chapter will be devoted

to the general introduction, which will include the background of the study, the research problem

and the objective. The second chapter will be devoted to the literature review and the theoretical

framework, providing a detailed overview of form-focused instruction and present perfect tense.

The third chapter will discuss the research methodology. The fourth chapter will focus on the

presentation and discussion of the research findings.

Form-Focused Instruction and Present Perfect Tense Learning

REFERENCES

Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of

spoken and written English. Pearson Education Limited.

Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(30), 405-

428. https://doi.org/10.1177/1362168816628663

Esfandiari, R., & Barbero, T. (2017).the effect of input-based and output-based instruction on the

acquisition of the present perfect tense. The Language Learning Journal, 45(3), 282-300.

https://doi.org/10.1080/09571736.2013.869749

Nassaji, H.(2017). Form-focused instruction and second language acquisition. Language

Teaching Research, 21(3), 341-370. https://doi.org/10.1177/1362168816654120

Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language

feature: A meta-analysis. Language Learning, 60(2), 263-308.

https://doi.org/10.1111/j.1467-9922.2010.00562.x
Form-Focused Instruction and Present Perfect Tense Learning

BIBLIOGRAPHY

Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of

spoken and written English. Pearson Education Limited.

Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(30), 405-

428. https://doi.org/10.1177/1362168816628663

Esfandiari, R., & Barbero, T. (2017).the effect of input-based and output-based instruction on the

acquisition of the present perfect tense. The Language Learning Journal, 45(3), 282-300.

https://doi.org/10.1080/09571736.2013.869749

Nassaji, H. (2017). Form-focused instruction and second language acquisition. Language

Teaching Research, 21(3), 341-370. https://doi.org/10.1177/1362168816654120

Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language

feature: A meta-analysis. Language Learning, 60(2), 263-308.

https://doi.org/10.1111/j.1467-9922.2010.00562.x

Fotos, S., & Nassaji, H. (2011). Form-focused instruction and teacher education: Studies in

honour of rod Ellis. Oxford University Press.

Patanasorn, C. (2013). Emergence of the English Present Perfect. Presented at The Asian

Conference on Language Learning, Osaka, Japan.

https://iafor.org/archives/offprints/acll2013-offprints/ACLL2013_0220.pdf
Form-Focused Instruction and Present Perfect Tense Learning

APPENDICES

Appendix A

Mohammed Lamine Debaghine Setif 2 University

Department of English Language and Literature
Faculty of Letters and Languages
Head of the Department of English Language and Literature
Date: 2024
Dear Mr. Koussa
REQUEST FOR PERMISSION TO CONDUCT RESEARCH
We are registered Master’s students in the Department of English at Mohammed Lamine
Debaghine Setif 2 University. Our supervisor is Dr. Mohamad Akram ARABET.
The proposed topic of our research is:
Effects of Form-Focused Instruction on Enhancing Students’ Present Perfect Tense Learning
Case of First Year Students of English Language at Mohammed Lamine Debaghine Setif 2
University
The objective of the study is:
To investigate whether form-focused instruction will help the students to enhance their present
perfect tense learning or not
We are hereby seeking your consent to grant me permission to get access to first year students of
English, attend English language lectures and administer our research tools. To assist you in
reaching a decision, we have attached to this letter:
1. A copy of an ethical clearance certificate validated by our supervisor.
2. A copy of the research instruments which we intend to use in our research.
Should you require any further information, please do not hesitate to contact us or our supervisor.
Our contact details are as follow:
Form-Focused Instruction and Present Perfect Tense Learning

Email: [email protected]
Email: [email protected]
Upon completion of the study, we undertake to provide you with a bound copy of the
dissertation. Your permission to conduct this study will be greatly appreciated.
Yours sincerely,
Supervisor Dr. Mohamad Akram ARABET Head of the department
[email protected] Mr. Koussa
Form-Focused Instruction and Present Perfect Tense Learning

Appendix B

Participant Consent Form

 I, the undersigned, declare that I am willing to take part in research for the project entitled:

Effects of Form-Focused Instruction on Enhancing Students’ Present Perfect Tense

Learning

Case of First Year Undergraduate Students in the Department of English Language and

Literature at Mohammed Lamine Debaghine Setif 2 University

 I declare that I have been fully briefed on the nature of this study and my role in it and have

been given the opportunity to ask questions before agreeing to participate.

 The nature of my participation has been explained to me and I have full knowledge of how

information collected will be used.

 I give my permission for my pre-test and post-test data to be used solely for research purposes.

 I fully understand that there is no obligation on me to participate in this study.

 I am also entitled to full confidentiality in terms of my participation and personal details.

**By signing below you are agreeing to be part of the study.

Name: Date:

Participant’s signature: Investigators’ signature:

Form-Focused Instruction and Present Perfect Tense Learning