This paper reports on the effects of classroom exercises that encourage noticing and conscious attention to form, which were part of a university EFL oral presentation course in Japan. The students on the course were given a set of exercises that encouraged them to notice and to reflect on L2 forms of their own choosing throughout one academic year. Records of their noticing were tracked throughout the year and recordings of their oral output made over the same period were analysed to determine whether there was any development in the use of the forms that the students had noticed. The paper describes an initial analysis of the tracking of two students' noticing and subsequent use of a non-count noun, which presented them with difficulties at the start of the year. Nine months later their accuracy in the use of this word was much improved. The paper considers how the students' noticing of the word might have related to this improvement. (Contains 3 tables.)