Abstract:
Advancement in learning grammar and using it practically is one of the challenges of English as foreign learners (EFL) learners. Its progression may be expedited or slowed down by a variety of causes. Among the crucial factors, the possible effects of self-evaluation, teacher support, and L2 grit were still untouched which is the target of the current research. In so doing, 86 EFL students at the intermediate level were divided into two groups (i.e., experimental group and control group). The students in the control group (CG) are exposed to normal education, whereas learners in experimental group (EG) get extra instruction to practice self-evaluation and L2 Grit. Moreover, the emphasis on the teacher\'s position as a facilitator and supporter was more prominent in the EG. Based on data screening which was completed via one-way ANCOVA, learners in EG were more successful in grammar assessment due to the treatment. Further research avenues and educational implications were elaborated upon.
摘要:
语法学习和实际使用的进步是英语作为外国学习者(EFL)学习者的挑战之一。它的进展可能因各种原因而加快或减慢。在关键因素中,自我评估的可能影响,教师支持,L2砂砾仍未触及,这是当前研究的目标。这样做,86名中等水平的EFL学生被分为两组(即,实验组和对照组)。对照组(CG)的学生接受正常教育,而实验组(EG)的学习者则获得额外的指导来练习自我评估和L2Grit。此外,强调教师作为促进者和支持者的地位在EG中更为突出。基于通过单向ANCOVA完成的数据筛选,由于治疗,EG的学习者在语法评估方面更加成功。阐述了进一步的研究途径和教育意义。