The effect of form-focused instruction and corrective feedback on motivation: classroom-based research in chilean high schools.
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This quasi-experimental study provides sorne insight regarding motivation on second language (L2) development. This study implementad form-focused instruction (FFI) and correctiva feedback (CF) in Chilean high school level EFL classes in which the intervention was implemented. The linguistic features considered for this study were third person conjugated verbs and possessive determiners, as these seem to be of great difficulty for Chilean leamers of the English language to acquire. In addmon, our study sought to find a connection between CF and FFI in relation to motivation: whether applying these strategies would changa the participants' type and level of motivation. Toe data of motivation atso comprehended the students' predisposition towards the use of CF and FFI in the class. Three groups of two schools from Santiago, Chile participated in the current study and were operationalized to contrast the use of FFI, or FFl+CF in the classroom, leaving a third group to be the control group. This research was analyzed taking into consideration language development and motivation, and revealed findings that both confirmad previous research and surprised the researchers which brought a new focus to English development in Chile. We conclude this thesis by discussing pedagogical contributions that we hope to make.