Reactive FOF is more time-consuming than proactive FOF, reducing opportunities to elaborate on preselected grammar points¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret reactive FOF's responsive error treatment as inevitably more time consuming, giving fewer opportunities to elaborate on the lesson's key grammar points. → Naeimeh Bakshiri 2011

Evidence¶

Naeimeh Bakshiri 2011¶

Naeimeh Bakshiri, Arshya Keyvanfar. (2011). Time Matters: Proactive vs. Reactive FOF. i-manager's Journal of English Language Teaching, Vol. 1 No. 2, April - June 2011. https://eric.ed.gov/?id=EJ1071093 doi:10.26634/jelt.1.2.1457

q1 · i? · causal · r1

Authors' interpretive analysis (type e) drawing on the teacher-researcher's minute-to-minute classroom experience across the five classes; the 20-minute grammar period "was automatically extended in the reactive group." No effect size is printed for this mechanism account.

"Since reactive focus on form involves a responsive teaching intervention in the form of occasional shifts to important errors (Long & Robinson, 1998), it inevitably becomes more time consuming, giving fewer opportunities to elaborate on key grammar points of the lesson."

Discussion¶

Related Claims¶

• Beginner EFL learners taught with proactive FOF scored significantly higher on a grammar posttest than learners taught with reactive FOF — related
• Upper-intermediate EFL learners taught with proactive FOF scored significantly higher on a grammar posttest than learners taught with reactive FOF — related
• Preselection of grammar points in proactive FOF reduced learners' repetition and fossilization of erroneous forms — related
• Proactive FOF improved grammar more than reactive FOF at both beginner and upper-intermediate proficiency levels — related
• Within their jurisdiction, teachers describe a four-step escalation ladder: teach the whole class, watch and take note, talk one-on-one, and refer — related
• A secondary ENA adding ICAP engagement codes showed proactive interactions linked constructive engagement with adequate reasoning, while reactive dialogues emphasised procedural pairings — related