The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offer...The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offering exposure to diverse grammatical structures and opportunities for contextualized usage.Given the importance of integrating technology into second language(L2)writing and the critical role that grammar plays in L2 writing development,automated written corrective feedback provided by Grammarly has gained significant attention.This study investigates the impact of Grammarly on grammar learning strategies,grammar grit,and grammar competence among EFL college students engaged in ICT.This study employed a mixed-methods sequential exploratory design;56 participants were divided into an experimental group(n=28),receiving Grammarly feedback for ICT,and a control group(n=28),completing ICT without Grammarly feedback.Quantitative results revealed that both groups showed improvements in L2 grammar learning strategies,grit and competence.For the experimental group,significant differences were observed across all variables of L2 grammar learning strategies,grit,and competence between pre-and post-tests.For the control group,significant differences were only observed in the affective dimension of grammar learning strategies,Consistency of Interest(COI)of grammar grit,and grammar competence.However,the control group presented a significantly higher improvement in grammar competence.Qualitative analysis showed both positive and negative perceptions of Grammarly.The pedagogical implications of integrating Grammarly and ICT for L2 grammar development are discussed.展开更多
Class as the basic of teaching provides language learners knowledge and ways to improve their abilities. Therefore,teaching methods in class can be an affective factor. Through observing the video of foreign language ...Class as the basic of teaching provides language learners knowledge and ways to improve their abilities. Therefore,teaching methods in class can be an affective factor. Through observing the video of foreign language teachers using traditional PPP grammar teaching model, analyzing the advantages and drawbacks of PPP model and providing recommendations of PPP model, teachers can be inspired and improve their teaching method. This illustrates positive factors for English language teaching.展开更多
This essay mainly explores the present situation of students＇ drawbacks in learning English grammar, especially the section of subjunctive mood and analyzes the definition and the usage of subjunctive mood as well as...This essay mainly explores the present situation of students＇ drawbacks in learning English grammar, especially the section of subjunctive mood and analyzes the definition and the usage of subjunctive mood as well as the basic causes to the above-mentioned phenomenon. Finally it presents some practical solutions according to the writer＇s years of experience in learning English.展开更多
By exploring the ways thirty Asian EFL students at QUT learned their English grammar, this survey was an attempt to address several controversial issues regarding grammar teaching and learning. Research findings indic...By exploring the ways thirty Asian EFL students at QUT learned their English grammar, this survey was an attempt to address several controversial issues regarding grammar teaching and learning. Research findings indicate that for EFL students, the grammar ability is a result of learning, rather than of acquisition, and that English grammar can be taught as an individual subject. While employing CLT approach in their EFL teaching, practitioners need a critical eye to caution against its idolization. Finally, the survey reveals that instrumental orientation provides an effective context for language success.展开更多
文摘The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offering exposure to diverse grammatical structures and opportunities for contextualized usage.Given the importance of integrating technology into second language(L2)writing and the critical role that grammar plays in L2 writing development,automated written corrective feedback provided by Grammarly has gained significant attention.This study investigates the impact of Grammarly on grammar learning strategies,grammar grit,and grammar competence among EFL college students engaged in ICT.This study employed a mixed-methods sequential exploratory design;56 participants were divided into an experimental group(n=28),receiving Grammarly feedback for ICT,and a control group(n=28),completing ICT without Grammarly feedback.Quantitative results revealed that both groups showed improvements in L2 grammar learning strategies,grit and competence.For the experimental group,significant differences were observed across all variables of L2 grammar learning strategies,grit,and competence between pre-and post-tests.For the control group,significant differences were only observed in the affective dimension of grammar learning strategies,Consistency of Interest(COI)of grammar grit,and grammar competence.However,the control group presented a significantly higher improvement in grammar competence.Qualitative analysis showed both positive and negative perceptions of Grammarly.The pedagogical implications of integrating Grammarly and ICT for L2 grammar development are discussed.
文摘Class as the basic of teaching provides language learners knowledge and ways to improve their abilities. Therefore,teaching methods in class can be an affective factor. Through observing the video of foreign language teachers using traditional PPP grammar teaching model, analyzing the advantages and drawbacks of PPP model and providing recommendations of PPP model, teachers can be inspired and improve their teaching method. This illustrates positive factors for English language teaching.
文摘This essay mainly explores the present situation of students＇ drawbacks in learning English grammar, especially the section of subjunctive mood and analyzes the definition and the usage of subjunctive mood as well as the basic causes to the above-mentioned phenomenon. Finally it presents some practical solutions according to the writer＇s years of experience in learning English.
文摘By exploring the ways thirty Asian EFL students at QUT learned their English grammar, this survey was an attempt to address several controversial issues regarding grammar teaching and learning. Research findings indicate that for EFL students, the grammar ability is a result of learning, rather than of acquisition, and that English grammar can be taught as an individual subject. While employing CLT approach in their EFL teaching, practitioners need a critical eye to caution against its idolization. Finally, the survey reveals that instrumental orientation provides an effective context for language success.
