In order to accomplish these purposes, the researcher first investigated students´ errors in learning English with the use of qualitative analysis involving thinking-aloud and thinking-by-questioning methods. The participants were 15 eighth-grade students from three groups with high, middle, and low ability in English. The results classified the errors into two patterns: interlingual errors and intralingual errors. Then, according to the results of error analysis, the researcher designed a form-focused instruction program in communicative contexts and examined the effects of the program.    

 

     The participants were 70 eight-grade students belonging to experimental group and control group. The instruments include: Metacognition Strategies Inventory and English Achievement Tests (Pretest and Protest). The data thus obtained were analyzed by two-way mixed-design ANOVA. In addition, the researcher analyzed the learning process of experimental group in English more deeply with the use of qualitative analysis.

 

     The results indicated that the form-focused instruction program in communicative contexts could help the experimental group maintain their performance in metacognition strategies and English learning achievement(reading, writing, and speaking). But the performance of the control group in these inventories and tests were declining. Furthermore, after the teaching, the students in experimental group could use the strategies to retain their learning intentions and be active to monitor, evaluate, and modify their English learning. In short, from the analysis of students´ English learning process, the students in experimental group became more confident and willing to learn English after the teaching.