Proactive/Reactive Focus on Form and Immediate/Delayed Writing Production

Over the past decades, grammar teaching has been one of the most contentious issues in English language teaching. The present studyaimed to compare proactive and reactive focus on form (FoF) on grammar improvement of 25 Iranian EFL learners at upper-intermediate level of language proficiency with an age range of 17 to 27. In order to determine the efficacy of grammar instruction, learners were asked to write two compositions both at the end of the course and four months later. The results indicated that learners who received proactive FoF outperformed those who received reactive FoF in both immediate and delayed productions.