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This study examines adapted Focus on Form (FonF) versus mixed Focus-on-Forms (FonFs) for teaching Spanish as a foreign language (ELE) to Chinese university students. The adapted FonF integrated guided inductive noticing (via minimal pairs), staggered rule introduction, and multimodal input, whereas the mixed FonFs condition combined explicit rule explanation and practice in a present-practice-produce sequence. Both approaches incorporated communicative activities. Using a quasi-experimental design, 62 intermediate learners received 15 hours of online instruction. Pre- and post-tests targeted tense–aspect (TA) as the primary domain, with nominal agreement (NA) and embedded clauses (EC) included as reference domains. Pre-test TA accuracy was controlled as a covariate in linear mixed-effects models. The adapted FonF group achieved...

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