The impact of strategy-based instruction on grammar learning strategies: a second-order multiple-group latent curve modeling approach

<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">Purpose: This study examines the impact of strategy-based </span><span style="font-size:12.04px">instruction (SBI) on grammar learning strategies (GLS) and its </span><span style="font-size:12.04px">subdomains among Polish English majors. It also explores </span><span style="font-size:12.04px">whether individual factors, including initial GLS levels, </span><span style="font-size:12.04px">demographic variables (age, sex, self-assessed grammar </span><span style="font-size:12.04px">knowledge), and individual difference (ID) variables such as </span><span style="font-size:12.04px">foreign language enjoyment (FLE), L2 grit, curiosity, and </span><span style="font-size:12.04px">motivation, moderate the effects of the intervention. </span><span style="font-size:12.04px">Design/methodology/approach: A pretest-posttest design was </span><span style="font-size:12.04px">employed with 101 participants divided into an intervention </span><span style="font-size:12.04px">group (N &#61; 68) and a control group (N &#61; 33). The intervention </span><span style="font-size:12.04px">comprised eight 30-minute SBI sessions focusing on strategic </span><span style="font-size:12.04px">devices for using grammar in spontaneous interactions. The </span><span style="font-size:12.04px">control group followed their regular curriculum. Second-order </span><span style="font-size:12.04px">multiple-group latent curve modeling (SO-MG-LCM) with two </span><span style="font-size:12.04px">time points (pretest and posttest) was applied to analyze </span><span style="font-size:12.04px">interindividual and intraindividual changes in GLS use as well as </span><span style="font-size:12.04px">the influence of individual factors. </span><span style="font-size:12.04px">Results: No significant differences in GLS were observed on the </span><span style="font-size:12.04px">pretest. SO-MG-LCM revealed that participants with lower initial </span><span style="font-size:12.04px">GLS scores demonstrated the most improvement . Additionally, </span><span style="font-size:12.04px">individual differences, including self-perceived knowledge of </span><span style="font-size:12.04px">grammar, FLE, L2 grit, curiosity, and motivation, significantly </span><span style="font-size:12.04px">influenced participants’ gains in GLS use. </span><span style="font-size:12.04px">Originality/value: The study is the first to examine links between </span><span style="font-size:12.04px">the effects of SBI targeting GLS and individual factors, relying on </span><span style="font-size:12.04px">innovative statistical procedures. It highlights the potential of SBI </span><span style="font-size:12.04px">in enhancing GLS, particularly for learners with lower initial GLS </span><span style="font-size:12.04px">levels. It also underscores the importance of considering </span><span style="font-size:12.04px">individual learner profiles in designing effective pedagogical </span><span style="font-size:12.04px">interventions with respect to strategic learning of grammar.</span></p>