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The purpose of this study was to explore the effects of ‘focus on form’ instruction on elementary school students’ listening and reading proficiency. Eight classes of sixth grade students participated in a survey, and two out of the eight classes were selected as an experimental group and a control group for the experimental part of this study. The experimental group received ‘focus on form’ instruction whereas regular lessons were given to the control group for the fourteen weeks of treatment period. According to the results of this study, both groups significantly improved their listening proficiency throughout the treatment period. However, no significant effects of ‘focus on form’ instruction on the students’ listening proficiency were noted. This study, however, found a significant effect of ‘focus on form’ instruction on the students’ reading proficiency. Several pedagogical implications were discussed and the need for further research was proposed.
