Volume 12, Issue 1 (January 2025), Pages: 154-163

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 Original Research Paper

Exploring the effectiveness of a multimodal self-regulated learning grammar module for middle school students

 Author(s): 

 Xiaoqing Wang, Lee Sze Seau *

 Affiliation(s):

 Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-0317-6170

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2025.01.015

 Abstract

This study examined the effect of a multimodal self-regulated learning grammar (MSRLG) module on improving grammatical competence and self-regulated learning (SRL) skills among middle school students in Beijing, China. Using a mixed-methods approach, the research involved 305 participants, including 265 students and 40 English teachers. Data was collected through quantitative questionnaires to measure students' grammar skills and perceptions of grammar instruction, and through qualitative interviews to explore teachers' views on SRL and multimodal teaching methods, as well as their experiences with the MSRLG module. The findings showed that students who used the MSRLG module improved both their grammatical competence and SRL skills. Both students and teachers gave positive feedback on the module, noting that it made grammar learning more engaging and better suited to individual needs. The study also found that the module’s goals aligned well with students' learning needs, and teachers were willing to implement SRL and multimodal strategies in their classrooms. This research highlights the value of integrating SRL and multimodal methods in grammar education, suggesting that this approach can improve grammar learning and encourage students to take more responsibility for their learning.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Grammatical competence, Self-regulated learning, Multimodal teaching, Middle school education, Mixed-methods research

 Article history

 Received 5 August 2024, Received in revised form 9 December 2024, Accepted 8 January 2025

 Acknowledgment

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations

Informed consent was obtained from all participants and, for minors, from their legal guardians. All data were anonymized and securely stored to protect participants' privacy.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Wang X and Seau LS (2025). Exploring the effectiveness of a multimodal self-regulated learning grammar module for middle school students. International Journal of Advanced and Applied Sciences, 12(1): 154-163

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 Tables

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