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Abstract
In this study, the researcher tried to compare the effects and contributions of isolated and integrated form-focused instruction (FFI) on foreign language learning. Participants in the study were 180 EFL students who enrolled in the ELT program at Ataturk University in Turkey. Participants were from the first, second, third, and fourth grades. To collect the data, the researcher used a questionnaire developed by Spada, Nina, et al. (2009) in this study. The high Cronbach's alpha coefficient (α = 0.90) indicated a high degree of reliability in the questionnaire. Students rated their answers on the Likert scale type of questionnaire. A quantitative method was followed in this study. Descriptive statistics were used for all items to calculate the mean values and standard deviations. The study results showed that students with high mean scores preferred integrated grammar instructions over isolated ones. Students’ preference for integrated instructions indicated their satisfaction with teaching methods that pay attention to form and meaning. Preferring integrated FFI by most of the participants can be helpful for educators to adopt integrated grammar instructions in their instructional plans. Finally, the study’s findings revealed the positive contribution of isolated and integrated grammar instructions to foreign language learning.