Exploring the effects of strategic intervention in fostering autonomy in learning grammar

<p><span style="background-color:rgb( 251 , 251 , 251 );color:rgba( 0 , 0 , 0 , 0.87 );font-family:&#39;raleway&#39; , sans-serif;font-size:14px">Project &#34;Strategie uczenia się gramatyki, wybrane różnice indywidualne a rozwój wiedzy językowej wśród osób uczących się języka obcego na poziomie zaawansowanym&#34;, number 2020/39/B/HS2/00501,</span><span style="background-color:rgb( 251 , 251 , 251 );color:rgba( 0 , 0 , 0 , 0.87 );font-family:&#39;raleway&#39; , sans-serif;font-size:14px"> </span></p><p><span style="font-size:12.04px">The paper reports the findings of a quasi-experimental study which investigated </span><span style="font-size:12.04px">the effects of strategy-based instruction targeting grammar learning strategies (GLS) on the </span><span style="font-size:12.04px">development of autonomy in learning English grammar. Participants were 55 Polish university </span><span style="font-size:12.04px">students, English majors in the first year of a three-year BA program, divided into an intervention </span><span style="font-size:12.04px">group (43 students) and a control group (12 students). The intervention focused on different types </span><span style="font-size:12.04px">of GLS and was implemented in eight 30-minute segments during regularly scheduled classes over </span><span style="font-size:12.04px">one academic semester. The data were collected on the pretest, posttest and delayed posttest by </span><span style="font-size:12.04px">means of the Grammar Learning Autonomy Scale (GLAS), a research instrument specifically created </span><span style="font-size:12.04px">for the purpose of the study. Analysis of variance failed to show statistically significant differences </span><span style="font-size:12.04px">within and between the two groups, indicating that the intervention failed to impact autonomy </span><span style="font-size:12.04px">in learning grammar among the participants. Item-level analysis provided evidence for a positive </span><span style="font-size:12.04px">effect of the treatment with respect to the belief that progress in learning L2 grammar depends on </span><span style="font-size:12.04px">the teacher. Limitations of the study are presented and directions for future research are outlined.</span></p>