---
title: "Enhancing Students’ Motivation in Learning English Grammar"
description: "In a quasi-experimental design, 29 students practised grammar in class and on their own using three grammar-learning web… 17 references."
authors: ["Bahruddin"]
year: 2022
venue: "JEELS (Journal of English Education and Linguistics Studies) 2"
source: "https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/61"
doi: "10.30762/jeels.v2i2.61"
licence: "CC BY (journal licence per DOAJ; JEELS (Journal of English Education and Linguistics Studies))"
licence_url: "https://creativecommons.org/licenses/by/4.0/"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/bahruddin-2022-enhancing-students-motivation-learning-english/"
---
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# Enhancing Students’ Motivation in Learning English Grammar Through A Computer-Supported Learning Classroom Management

**Authors:** Bahruddin · **Year:** 2022 · **Venue:** [JEELS (Journal of English Education and Linguistics Studies) 2](https://md.research.elamur.ai/free/en/venues/jeels-journal-of-english-education-and-linguistics-studies/) ([JEELS (Journal of English Education and Linguistics Studies) 2022](https://md.research.elamur.ai/free/en/venues/jeels-journal-of-english-education-and-linguistics-studies/2022/)) · **Publisher:** [State College of Islamic Studies (STAIN) Kediri](https://md.research.elamur.ai/free/en/publishers/state-college-of-islamic-studies-stain-kediri/) · **Licence:** [CC BY (journal licence per DOAJ; JEELS (Journal of English Education and Linguistics Studies))](https://creativecommons.org/licenses/by/4.0/)

**Links:** [Publisher's page](https://doi.org/10.30762/jeels.v2i2.61) · [PDF](https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/download/61/49) · [DOI 10.30762/jeels.v2i2.61](https://doi.org/10.30762/jeels.v2i2.61) · [OpenAlex](https://openalex.org/W3216158993)

**Citations:** 0 citations (OpenAlex, 2026-10-14)

## Summary
The study asks whether a computer-supported, student-centred classroom can make English grammar more motivating and more effective for EFL learners at an Indonesian Islamic college (STAIN Kediri). By the time these students finish school, many of their grammatical errors have fossilized after years of rule-plus-drill teaching. In a quasi-experimental design, 29 students practised grammar in class and on their own using three grammar-learning web sites. Another 29 were taught in the usual teacher-led way. Both groups took tests before and after the intervention. One test asked students to correct errors, the other to explain them. Interviews collected students' views on the new practice.

To judge the web resources, the author takes the generic CARE evaluation model and adds grammar-specific criteria. The experimental group outperformed the control group on both tests. The author reads this as a gain in implicit and explicit grammar knowledge. Interviews pointed to motivational benefits. The paper matters as an argument for evaluating online grammar tools and teacher roles in a structured way.

## Key points
- Design: 29 experimental and 29 control students, pre-test and post-test, plus follow-up interviews (a mixed-methods setup).
- The tests had two parts. Grammar correction is treated as evidence of implicit knowledge, and grammar explanation as evidence of explicit knowledge. The experimental group did better on both.
- The CARE model (Contents, Accessibility, Representation, Education) comes from Yuen and So. It builds on the Information Quality categories and dimensions of Huang, Lee and Wang, such as accuracy, timeliness, completeness and interactivity.
- The added grammar-site criteria are:
  - non-linear content organization with depth,
  - one drill shown at a time,
  - correct answers revealed at the right moment,
  - feedback, scoring and record-keeping.
- Online grammar learning is framed through three functions: Tutor, Mentor and Monitor. The sites studied covered mainly the Tutor function. Discussion-board learning communities and a possible Knowledge Forum are proposed as next steps.

## Interesting ideas
- Testing the same skill twice, once by fixing errors and once by stating the rule, separates "can do it" from "can say why"
- A generic quality checklist is extended with domain-specific criteria instead of being used as is, which gives a reusable way to audit resources
- Each drill isolates a small number of rules on short text, so a failure points to one cause
- When to show the correct answer is treated as a design choice. Showing it too late reinforces errors, and showing it too early discourages the learner from committing to an answer
- Progress is tracked by recording what was attempted, what is unfinished, and the scores over time

## For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

- **I1** (answer): school-course test readers could be scored both on the correct answer and on whether their explanation trace names the right rule or frame.
- **I2** (world): sources like WordNet, FrameNet and Wikidata could be audited along accuracy, timeliness and completeness dimensions, plus checks specific to Mova's needs such as verb-class coverage.
- **I3** (learn): evaluation suites could be built from short items that each probe a single phenomenon, making regressions easy to attribute.
- **I4** (learn): in LLM teacher tiers, gold labels could be revealed only after the student model commits to a prediction, so its own errors are logged and become material for repair rules.
- **I5** (answer): per-item logs of attempted and failed questions for each reader would show which question types stay weak across training runs.

*Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.*

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## Cite

Cite as: Bahruddin. 2022. Enhancing Students’ Motivation in Learning English Grammar Through A Computer-Supported Learning Classroom Management. JEELS (Journal of English Education and Linguistics Studies) 2.

The paper itself, not this page. BibTeX from the library's record of the work.

```bibtex
@article{bahruddin2022enhancing,
  title = {{Enhancing Students’ Motivation in Learning English Grammar Through A Computer-Supported Learning Classroom Management}},
  author = {Bahruddin},
  journal = {JEELS (Journal of English Education and Linguistics Studies) 2},
  year = {2022},
  doi = {10.30762/jeels.v2i2.61},
  url = {https://doi.org/10.30762/jeels.v2i2.61}
}
```

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## References

17 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

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*Updated 1 November 2026*