EFL learners’ grammar learning strategies in technology-enhanced contexts and relations to writing buoyancy and motivation

• Li, Hui ^[2] ; Li, Xiaojing ^[1]
  1. [1] Xinyang Normal University

     Xinyang Normal University

     China

     
  2. [2] School of Foreign Languages, Xinyang College, Henan, China
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 44, 2025 (Ejemplar dedicado a: June), págs. 127-145
• Idioma: inglés
• Títulos paralelos:
  • Estrategias de aprendizaje de gramática de estudiantes de inglés como lengua extranjera en contextos potenciados por la tecnología y su relación con el dinamismo y la motivación para escribir
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio realizado en la universidad Normal de Xinyang y la universidad de Xinyang en la provincia de Henan explora la relación entre las estrategias de aprendizaje de gramática de los estudiantes de EFL en contextos mejor con la tecnología y su flotabilidad de escritura y motivación. Utilizando estrategias de aprendizaje de gramática, flotabilidad y cuestionarios de motivación, se recogieron 661 respuestas. Para analizar los datos se emplea un modelo de ecuaciones estructurales (MEE). Los hallazgos revelan una correlación positiva significativa entre el aprendizaje de estrategias gramaticales, la motivación y la flotabilidad de los estudiantes. Cabe destacar que más del 50 por ciento de los cambios en el dinamismo fueron predichos por las estrategias de aprendizaje de gramática en entornos mejores tecnológicamente. Estos resultados sugieren implicaciones para las prácticas instruccionales y el diseño curricular, haciendo hincapié en la importancia de la comprensión de estrategias eficaces de aprendizaje de la gramática en la promoción de la mejora de la flotabilidad de la escritura y la motivación. Los educadores pueden utilizar estos resultados para adaptar la instrucción a las necesidades específicas de cada alumno, mejorando así los resultados del aprendizaje de idiomas.

  • English

    This study conducted at Xinyang Normal University and Xinyang University in Henan Province explores the relationship between EFL learners’ grammar learning strategies in technology-enhanced contexts and their writing buoyancy and motivation. Utilizing grammar learning strategies, buoyancy, and motivation questionnaires, 661 responses were collected. Structural Equation Modeling (SEM) was employed to analyze the data. The findings reveal a significant positive correlation between learning grammar strategies, motivation, and learners’ buoyancy. Notably, over 50 percent of changes in buoyancy were predicted by grammar learning strategies in technology-enhanced environments. These results suggest implications for instructional practices and curriculum design, emphasizing the importance of understanding effective grammar learning strategies in fostering improved writing buoyancy and motivation. Educators can utilize these findings to tailor instruction to meet the specific needs of individual learners, thereby enhancing language learning outcomes.

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