Enhancing EFL student’s grammar competence: The effects of beliefs about grammar instruction, teaching methods, learning strategies and learning motivation

This research aims to examine the relationship among students' beliefs about grammar, teaching methods, learning strategies, and learning motivation with grammar competence in EFL learners within the context of Chinese higher education. The study involved a sample of 192 first-year non-English majors at Sichuan Minzu College, utilizing Structural Equation Modeling (SEM) analysis to evaluate the predictive effect of these parameters on students’ grammar competence. Research instruments included tests for grammar competence and questionnaires for evaluating hybrid teaching method engagement. Data collection was conducted through pretests and posttests over a 10-week period, followed by thorough statistical analysis using t-tests to assess the teaching intervention. The research results revealed that a substantial positive connection exists between the four factors and grammar competence, highlighting the critical role of teaching methods. The incorporation of digital teaching platforms, particularly Chaoxing Apps, demonstrated beneficial effects on grammar competence due to their flexibility and engagement. Furthermore, these findings emphasize the necessity for a comprehensive teaching strategy that combines beliefs in the significance of grammar instruction enhancement, more efficient learning strategies, and the use of digital resources to facilitate better grammar understanding while improving students' learning interest.