This research looks into the impact of explicit form-based instruction (FFI) on the understanding of
English as a foreign language (EFL) student in written tasks. The research also explored the
internalisation after treatment of formulaic sequences. Data were compiled from dif erent L1
backgrounds among EFL students. A pre-test, post-test, and delayed post-test were followed in the task
design. The formulaic sequences were selected and taught through the intervention sessions. Learning
gains have been assessed in three separate periods in the same written test set. The findings showed
that students gain significant learning from pre-test to post-test of participants; recognition and
internalisation of formulaic sequences also indicated that participants have internalised a large
number of formulaic sequences in their long-term memory. Lastly, the findings indicate that focused
instructions on formulation sequences lead to an ef icient learning and internalisation of linguistic
features.
