effect of instruction of formulaic language on writing ability of intermediate efl learners

Formulaic language is regarded as a significant domain in language acquisition and instruction. in recent times, there has been a significant surge in scholarly inquiry pertaining to certain linguistic properties and elements such as formulaic language and chunks. this area of study has gained considerable traction as an influential and practical component of applied linguistics and the process of learning and teaching a second language. the deficiency in utilizing appropriate first language (fl) in authentic or demonstrative writing serves as a clear differentiator between individuals who are non-native to the language and those who are native. as such, the present study employed the utilization of formulaic language within both individualistic and collaborative writing instructional settings. the findings of the study indicate that the provision of formulaic language instruction contributed to a statistically significant impact (f (2, 56) = 12.341, p < 0.05, η2 = .306). nevertheless, the observed dissimilarity amidst the experimental cohorts did not exhibit statistical significance. the present study holds potential benefits for instructors involved in language education to augment the progress and success of their students. furthermore, the findings of this investigation have the potential to provide assistance to individuals involved in the development of textbooks, the design of curricula, as well as the formulation of policies.