This article focuses on qualitative self-report data from a mixedmethods
study which investigated Grade 5 and 6 (n D 274), 11–
12-year-old, Irish-medium (IM) immersion students’ improvement in
linguistic accuracy in response to an explicit-inductive approach to
form-focused instruction (FFI). A series of typographically enhanced
PowerPoint slides were designed to explicitly draw students’
attention to the genitive case in Irish over a four-week period.
Students engaged in collaborative meta-talk with teacher and peers
to construct rule-based knowledge and they recorded their findings
in a reflective language journal. Qualitative data were gathered with
a sub-sample of 56 students selected from 4 of the 12 schools that
participated in the larger study. Student feedback indicates the
potential effectiveness of an explicit-inductive approach to improve
student language awareness and grammatical accuracy in
immersion education.