EFL learners’ grammar learning strategies in technology-enhanced contexts and relations to writing buoyancy and motivation

This study conducted at Xinyang Normal University and Xinyang University in Henan Province explores the relationship between EFL learners’ grammar learning strategies in technology-enhanced contexts and their writing buoyancy and motivation. Utilizing grammar learning strategies, buoyancy, and motivation questionnaires, 661 responses were collected. Structural Equation Modeling (SEM) was employed to analyze the data. The findings reveal a significant positive correlation between learning grammar strategies, motivation, and learners’ buoyancy. Notably, over 50 percent of changes in buoyancy were predicted by grammar learning strategies in technology-enhanced environments. These results suggest implications for instructional practices and curriculum design, emphasizing the importance of understanding effective grammar learning strategies in fostering improved writing buoyancy and motivation. Educators can utilize these findings to tailor instruction to meet the specific needs of individual learners, thereby enhancing language learning outcomes.