The concept of FonF teaching was one of the main constructs in the field of guided second language acquisition (Ellis, 2016). And they claimed that the main difference of the two approaches is that FonF focuses on the formal characteristics of language and meaning while FonFs is limited to formal aspects only. The issue of declining written scores of students in the Preparatory Year Program, Taibah University, can be easily discovered if we examine the statistics of these scores during the last three semesters prior to this study, namely, first quarter 2017, second quarter. term 2017 and first term 2018.
On the other hand, to be aware of the main reason behind this performance, namely the inability of students to transfer their grammatical knowledge to reflect on their work, specifically writing and accuracy, here arises the idea of more effective ways to use to deal with this problem as a perfect solution and one good suggestion that has been explored by many theorists is the use of FonF approximation. This study is limited to a focus group of the study (experimental group), one of the Preparatory Year Program, which follows the FonF approach based on teaching grammar in context. Finally, this study is limited to evaluating the effectiveness of the application of the FonF approach on students' progress in language acquisition and writing skills during the second term of the school year 2018/2019 AD.
This study consisted of a two-week program in which two different approaches were used, FonFs approach to teach the experimental group and FonFs to teach the control group over a period of two weeks, 20 hours for each group during the second semester of the school year. Furthermore, the population of the study is limited to Taibah University students in Medinah city. These views suggest that FonF can play a major role in providing L2 learners with an understanding of the interdependence between grammar and communication.
They believe that if too much emphasis is placed on grammatical forms, it may lead to some conflict with the purposes of the communication.
Explicit Grammar Instruction
Consciousness Raising or Input Enhancement
Furthermore, it compares the Focus on Form (FonF) approach against the more traditional Focus on Forms (FonFs) in teaching grammar and examines which of the two approaches is more successful in improving accuracy and improving the writing skills of the students in Saudi Arabia on the preparatory year program, Taibah. The population and original pool of participants for this study were 100 EFL students enrolled in the preparatory year program, Taibah University. Therefore, the resulting final sample included 90 students who were streamed into two classes by the university registrar.
They were all Saudi students and consequently no gender difference could affect the consistency of the experimental and control groups. The two groups selected for the study were assigned ELC (English Language Center at Taibah University) teachers for the second semester of the academic year. The sample of the study was also selected from students studying in the Preparatoy Year program at Taibah University.
It is also applied to the research subjects in the population that are easily accessible to the researcher. Since the aim of the study was to investigate the effectiveness of Focus on Form as opposed to the FonFs in teaching grammar, each of these three tests consisted of two main sections to measure grammatical knowledge, accuracy and writing skills. The researcher piloted the three tests to a group of 15 students who were excluded from the actual study in order to test the reliability of the tests.
The Statistical Package for Social Sciences (SPSS, version 25) was used to analyze the results of the study. Furthermore, it compares the Focus on Form (FonF) approach with the more traditional Focus on Forms (FonFs) approach to grammar teaching and examines which one is more successful in improving students' writing skills in Saudi Arabia in Preparatory Year Program. , Taibah University. The results presented in Table (5) clearly show that there is no statistically significant difference between the mean scores of the students of the experimental group and those of the control group in the immediate post-test of their grammatical accuracy of Present Simple vs.
The mean score of the comparison group was 7.34 and the experimental group was 8.21, but these values still did not reach significance (p-value > 0.05). As can be seen in Table (8), there is no statistically significant difference between the average results of the students of the experimental group and those of the students of the control group in the direct posttest of their writing skills for the first topic "Your daily routine; healthy and unhealthy habits". This can be seen when comparing the increase in accuracy achieved by the experimental group with that of the comparison group.
The findings of the study show that the experimental group's score means are higher than those of the comparison groups in the three performance tests for grammatical accuracy. Another reason for problems that can hinder the progression of the FonF approach in an EFL environment is the large classes. This can certainly have a direct impact on their performance and the progress of the FonF approach.
These adaptations of the FonF approach offer significant promise to learners of English in EFL contexts.
