Reimagining EFL grammar instruction
Integrating reflective and reasoning-based learning in the digital age
Bibliographic Data
| ID | 22433630 |
|---|---|
| Authors | La Sunra (State University of Makassar), La Sunra La Sunra, Amirullah Abduh (0000-0002-1332-3584, State University of Makassar), Suci Amaliah (State University of Makassar), Muhammad Rifqi Syamsuddin (State University of Makassar), Mansyur Mansyur (State University of Makassar) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 117-128 |
| Publication date | 2026-05-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/dj00qe27 |
| OpenAlex | W7169494531 |
| Language | EN |
Traditional EFL grammar instruction often emphasizes rote memorization and rule drilling, limiting learner autonomy and critical engagement. This study aimed to reimagine grammar teaching in the digital age by integrating reflective learning and reasoning-based activities into a curriculum for first-year undergraduates. Employing a sequential explanatory mixed methods design, quantitative data were gathered through pre- and post-grammar tests, an 18-item Likert survey measuring perceptions of reflective and reasoning-based learning, followed by open-ended questions, and an 11-item classroom observation checklist tracking journal entries, error-analysis or analysis tasks, peer and lecturer feedback, and reasoning discussions. Semi-structured interviews with ten purposively sampled students provided qualitative depth. Paired-samples t-tests revealed significant gains in grammatical accuracy (p
Curriculum · Grammar · Learner autonomy · Likert scale · Metacognition · Qualitative property · Rote learning · Teaching method · Thematic analysis · EFL/ESL Teaching and Learning · Reflective Practices in Education · Teacher Education and Leadership Studies
| Highly cited | No |
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