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The current study sought to examine the effects of the explicitness of focus-on-form instruction on grammar learning. It also investigated whether the relative difficulty level of target forms and the learners’ prior knowledge of the target forms would mediate the effects of focus-on-form instruction. To this end, 146 college students in three classes at a local university were asked to receive one of the three techniques of focus-on-form instructions differing in the degree of explicitness: explicit rule explanation, consciousness-raising task, and input enhancement. The analyses on the posttests showed that the consciousness-raising tasks were most effective in learning the two target forms. Furthermore, the learners’ prior knowledge and the relative difficulty levels of target forms also mediated the effects of focus-on-form instructions. Pedagogical implications and further research directions are discussed. (Pukyong National University)