---
title: "The Influence Mechanism of High School English Grammar"
description: "The paper then describes the problems of grammar teaching in Chinese senior high schools. 31 references."
authors: ["Hong Lin"]
year: 2022
venue: "Frontiers in Psychology 13"
source: "https://www.frontiersin.org/articles/10.3389/fpsyg.2022.917167/full"
doi: "10.3389/fpsyg.2022.917167"
licence: "CC BY (journal licence per DOAJ; Frontiers in Psychology)"
licence_url: "https://creativecommons.org/licenses/by/4.0/"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/lin-2022-influence-mechanism-high-school-english/"
---
[Elamur Research](https://md.research.elamur.ai/free/en/) · [this page in HTML](https://research.elamur.ai/free/en/papers/lin-2022-influence-mechanism-high-school-english/)

[home](https://md.research.elamur.ai/free/en/) / [papers](https://md.research.elamur.ai/free/en/papers/) / [2022](https://md.research.elamur.ai/free/en/papers/2022/page/6/) / The Influence Mechanism of High School English Grammar Science, Technology, Engineering, Art, and Mathematics Teaching Model on High School Students’ Learning Psychological Motivation

# The Influence Mechanism of High School English Grammar Science, Technology, Engineering, Art, and Mathematics Teaching Model on High School Students’ Learning Psychological Motivation

**Authors:** Hong Lin · **Year:** 2022 · **Venue:** [Frontiers in Psychology 13](https://md.research.elamur.ai/free/en/venues/frontiers-in-psychology/) ([Frontiers in Psychology 2022](https://md.research.elamur.ai/free/en/venues/frontiers-in-psychology/2022/)) · **Publisher:** [Frontiers Media](https://md.research.elamur.ai/free/en/publishers/frontiers-media/) · **Licence:** [CC BY (journal licence per DOAJ; Frontiers in Psychology)](https://creativecommons.org/licenses/by/4.0/)

**Links:** [Publisher's page](https://doi.org/10.3389/fpsyg.2022.917167) · [PDF](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.917167/pdf) · [DOI 10.3389/fpsyg.2022.917167](https://doi.org/10.3389/fpsyg.2022.917167) · [OpenAlex](https://openalex.org/W4287146925)

**Citations:** 3 citations (OpenAlex, 2026-10-14)

## Summary
The paper asks whether a STEAM-style approach to teaching (Science, Technology, Engineering, Art, and Mathematics) can make high school English grammar lessons more motivating than conventional instruction. The author first reviews what STEAM is and how it grew out of STEM. It is framed as interdisciplinary, collaborative, contextual, design-oriented and experiential. The paper then describes the problems of grammar teaching in Chinese senior high schools. The study design is a before-and-after survey. Students first rated traditional grammar teaching on a questionnaire, then were taught under a STEAM model for some time, and then answered again. Satisfaction was measured on several aspects of teaching, including method, content difficulty, learning environment, innovation and practice. Results were broken down by gender, study track and grade. Under traditional teaching, satisfaction was low, and it was lowest for innovation and practice. After the STEAM phase, overall satisfaction reached roughly 70%, the largest gains were in innovation and practice, and differences between student groups narrowed. The work is a small, descriptive contribution to educational practice rather than a rigorous causal study.

## Key points
- Design: the same questionnaire was given after traditional grammar teaching and again after a period of STEAM-based teaching, and the two rounds were compared.
- Rated dimensions: teaching method, difficulty of content, learning environment, innovation and practice; figures also show a "Project" category.
- Subgroups analysed: male vs. female; liberal arts vs. science vs. art students; Senior 1, 2 and 3.
- Traditional model: innovation and practice scored lowest in every subgroup. Under STEAM, overall satisfaction was about 70% or higher, and those two dimensions improved most.
- The study was approved by the De La Salle University Ethics Committee. Raw data are promised on request, and the author names few specific psychological factors as a limitation.

## Interesting ideas
- Give the identical instrument before and after an intervention to the same population, so any change is attributable to the intervention and not to a different test.
- Score several separate dimensions instead of one overall number, which reveals exactly which aspect is weakest (here, innovation and practice).
- Break results down by subgroup and check whether gaps between groups shrink after a change, not just whether the average rises.
- Teach grammar inside concrete, real-life situations rather than as isolated rules, on the view that context makes structure meaningful.

## For Mova

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

- **I1** (learn): Freeze one evaluation set and run it before and after every new repair rule or retraining. Pair this with a negative control, which the paper itself lacks, so improvements cannot come from drift.
- **I2** (answer): Report school-test and fable-QA results per question type, such as counting, causal or who-did-what. This shows which reader component fails, rather than giving a single accuracy figure.
- **I3** (answer): Split scores by grade level and text genre to see whether a fix helps uniformly or only the easy groups. This flags uneven gains early.
- **I4** (world): When building test or training items for grammatical phenomena, embed each one in a small scenario with entities and events. Then a parse can be checked against the resulting world state, not just against a gold tree.

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

## Institutions

Also on the byline: [De La Salle University – Dasmariñas](https://ror.org/03a39dd69).

📚 Shelves (6): [🖥️ Computer Science](https://md.research.elamur.ai/free/en/shelves/computer-science/) · 9,086 works · [🎭 Arts and Humanities](https://md.research.elamur.ai/free/en/shelves/arts-and-humanities/) · 9,296 works · [🗣️ Language and Linguistics](https://md.research.elamur.ai/free/en/shelves/arts-and-humanities/language-and-linguistics/) · 9,206 works · [🤝 Social Sciences](https://md.research.elamur.ai/free/en/shelves/social-sciences/) · 744 works · [🗄️ Information Systems](https://md.research.elamur.ai/free/en/shelves/computer-science/information-systems/) · 523 works · [🎓 Education](https://md.research.elamur.ai/free/en/shelves/social-sciences/education/) · 112 works

🧭 Topics (1): [English](https://md.research.elamur.ai/free/en/topics/english/) · 1,373 works

## Cite

Cite as: Hong Lin. 2022. The Influence Mechanism of High School English Grammar Science, Technology, Engineering, Art, and Mathematics Teaching Model on High School Students’ Learning Psychological Motivation. Frontiers in Psychology 13.

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

```bibtex
@inproceedings{lin2022influence,
  title = {{The Influence Mechanism of High School English Grammar Science, Technology, Engineering, Art, and Mathematics Teaching Model on High School Students’ Learning Psychological Motivation}},
  author = {Hong Lin},
  booktitle = {Frontiers in Psychology 13},
  year = {2022},
  doi = {10.3389/fpsyg.2022.917167},
  url = {https://doi.org/10.3389/fpsyg.2022.917167}
}
```

- [← previous PCR4ALL: A Comprehensive Evaluation Benchmark for Pronoun Coreference Resolution in English](https://md.research.elamur.ai/free/en/papers/zhao-2022-pcr4all-comprehensive-evaluation-benchmark-pronoun/)
- [next → The Role of Common Ground for Referential Expressions in Social Dialogues](https://md.research.elamur.ai/free/en/papers/kruijt-2022-role-common-ground-referential-expressions/)
- [↑ back to papers of 2022](https://md.research.elamur.ai/free/en/papers/2022/page/6/)

## References

31 references, 1 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

1. Li, C. (2022). Study of Mother Tongue Negative Transfer on Senior High School Students’ English Grammar Learning-A Case Study of the Middle School of Jincheng Mining in Shanxi Province. Adv. Educ. Technol. Psychol. 6, 42–54. [↗](https://doi.org/10.23977/jfer.2021.010110)
2. Liu, Y., Zhang, S., Chen, M., Wu, Y., and Chen, Z. (2021). The Sustainable Development of Financial Topic Detection and Trend Prediction by Data Mining. Sustainability 13:7585. doi: 10.3390/su13147585 [↗](https://doi.org/10.3390/su13147585)
3. López, P., Rodrigues-Silva, J., and Alsina, Á (2021). Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education. Educ. Sci. 11:618. doi: 10.3390/educsci11100618 [↗](https://doi.org/10.3390/educsci11100618)
4. Mahmudovna, M. M., Normuhammadovna, M. N., Rakhimovna, M. N., and Mamajonovna, T. F. (2022). Use Of Modern Pedagogical Technologies in Teaching Chemistry, And Understand the Steam Method. Eur. Sci. Her. 4, 111–114. [find](https://scholar.google.com/scholar?q=Mahmudovna%2C+M%2E+M%2E%2C+Normuhammadovna%2C+M%2E+N%2E%2C+Rakhimovna%2C+M%2E+N%2E%2C+and+Mamajonovna%2C+T%2E+F%2E+%282022%29%2E+Use+Of+Modern+Pedagogical+Technologies+in+Teaching+Chemistry%2C+And+Understand+the+Steam+Method%2E+Eur%2E+Sci%2E+He)
5. Marín-Marín, J. A., Moreno-Guerrero, A. J., Dúo-Terrón, P., and López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. Int. J. STEM Educ. 8:41. doi: 10.1186/s40594-021-00296-x [↗](https://doi.org/10.1186/s40594-021-00296-x)
6. Morales, M. P. E., Mercado, F. M., Palisoc, C. P., Palomar, B. C., Avilla, R. A., Sarmiento, C. P., et al. (2021). Teacher Professional Development Program (TPDP) for Teacher Quality in STEAM Education. Int. J. Res. Educ. Sci. 7, 188–206. doi: 10.46328/ijres.1439 [↗](https://doi.org/10.46328/ijres.1439)
7. Nguyen, N. M. (2021). Using Stories in Presenting English Grammar to Vietnamese Young Learners. TESOL Int. J. Educ. 1, 286–300. [find](https://scholar.google.com/scholar?q=Nguyen%2C+N%2E+M%2E+%282021%29%2E+Using+Stories+in+Presenting+English+Grammar+to+Vietnamese+Young+Learners%2E+TESOL+Int%2E+J%2E+Educ%2E+1%2C+286%E2%80%93300%2E)
8. Ozkan, G., and Umdu, T. U. (2021). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. Res. Sci. Tech. Educ. 39, 441–460. doi: 10.1080/02635143.2020.1769586 [↗](https://doi.org/10.1080/02635143.2020.1769586)
9. Perales, F. J., and Aróstegui, J. L. (2021). The STEAM approach: implementation and educational, social and economic consequences. AEPR 7, 1–9. doi: 10.1080/ 10632913.2021.1974997 Pham, V. P. H., and Tran, V. (2021). The Effects of Vietnamese High School Teacher’s Utility of Google Forms on Eleventh Graders’ Grammatical Knowledge. CALL 12, 30–45. [find](https://scholar.google.com/scholar?q=Perales%2C+F%2E+J%2E%2C+and+Ar%C3%B3stegui%2C+J%2E+L%2E+%282021%29%2E+The+STEAM+approach%3A+implementation+and+educational%2C+social+and+economic+consequences%2E+AEPR+7%2C+1%E2%80%939%2E+doi%3A+10%2E1080%2F+10632913%2E2021%2E1974997+Pham%2C+V%2E+P%2E+H%2E%2C+and+)
10. Purwani, W. A. (2021). Learning Method Using Communicative Approaches to English Grammar Teaching. Karangan 3, 1–6. doi: 10.55273/karangan.v3i1.81 [↗](https://doi.org/10.55273/karangan.v3i1.81)
11. Rijt, J. H., and Coppen, P. A. J. (2021). The conceptual importance of grammar: knowledge-related rationales for grammar teaching. Ped. Ling. 2, 175–199. doi: 10.1075/pl.21008.van [↗](https://doi.org/10.1075/pl.21008.van)
12. Rodríguez-Nieto, C. A., and Alsina, Á (2022). Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices. Eurasia J. Math. Sci. Technol. Educ. 18, 23–25. doi: 10.29333/ejmste/11710 [↗](https://doi.org/10.29333/ejmste/11710)
13. Shen, C., Min, C., and Wang, C. (2019). Analyzing the trend of O2O commerce by bilingual text mining on social media. Comput. Hum. Behav. 101, 474–483. doi: 10.1016/j.chb.2018.09.031 [↗](https://doi.org/10.1016/j.chb.2018.09.031)
14. Singh, M. (2021). Acquisition of 21st century skills through STEAM education. Acad. Lett 2:712. doi: 10.3390/s22103746 [↗](https://doi.org/10.3390/s22103746)
15. Andriani, A., Yuniar, V. D., and Abdullah, F. (2021). Teaching English grammar in an Indonesian junior high school. AL-ISHLAH 13, 1046–1056. doi: 10.35445/ alishlah.v13i2.956 Aniuranti, A., Faiza, D., and Wulandari, Y. (2021). [Enhancing Students’ Understanding Of English Grammar Through Literary Works And Exploring Students’ Voice On Their Use](https://md.research.elamur.ai/free/en/papers/aniuranti-2021-enhancing-students-understanding-english-grammar/). Scholaria 11, 264–270. [↗](https://doi.org/10.35445/alishlah.v13i2.956)
16. Arindora, T., Sudarsono, S., and Regina, R. (2021). Developing Poetry-based Grammar Teaching Materials. JEFLE 2, 12–21. [find](https://scholar.google.com/scholar?q=Arindora%2C+T%2E%2C+Sudarsono%2C+S%2E%2C+and+Regina%2C+R%2E+%282021%29%2E+Developing+Poetry%2Dbased+Grammar+Teaching+Materials%2E+JEFLE+2%2C+12%E2%80%9321%2E)
17. Chen, J., Ye, X., Chen, M., and Liang, Y. (2019). Bibliometric analysis of the papers on urban education. Libr. Hi Tech 37, 894–905. doi: 10.1108/LHT-01-2019-0009 [↗](https://doi.org/10.1108/lht-01-2019-0009)
18. Çiftci, H., and Özcan, M. (2021). A Contrastive Analysis of Traditional Grammar Teaching and Communicative Language Teaching in Teaching English Grammar and Vocabulary. Int. J. Educ. Tea 8, 709–729. [find](https://scholar.google.com/scholar?q=%C3%87iftci%2C+H%2E%2C+and+%C3%96zcan%2C+M%2E+%282021%29%2E+A+Contrastive+Analysis+of+Traditional+Grammar+Teaching+and+Communicative+Language+Teaching+in+Teaching+English+Grammar+and+Vocabulary%2E+Int%2E+J%2E+Educ%2E+Tea+8%2C+709%E2%80%93729%2E)
19. Deng, Y., Sun, W., Chen, M., and Yang, Y. (2019). Knowledge management and e-learning in virtual learning community based on social network analysis. Libr. Hi Tech 37, 906–917. doi: 10.1108/LHT-11-2018-0170 [↗](https://doi.org/10.1108/lht-11-2018-0170)
20. Dolgopolovas, V., and Dagienë, V. (2021). Computational thinking: enhancing STEAM and engineering education, from theory to practice. Comput. Appl. Eng. Educ. 29, 5–11. doi: 10.1002/cae.22382 [↗](https://doi.org/10.1002/cae.22382)
21. Guci, R. I., Rochsantiningsih, D., and Sumardi, S. (2021). Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy. Indo J. EFL Ling 6, 127–145. doi: 10.21462/ijefl.v6i1.347 [↗](https://doi.org/10.21462/ijefl.v6i1.347)
22. Hsiao, P. W., and Su, C. H. (2021). A study on the impact of STEAM education for sustainable development courses and its effects on student motivation and learning. Sustainability 13:3772. doi: 10.3390/su13073772 [↗](https://doi.org/10.3390/su13073772)
23. Huang, Y. C., Huang, Y. M., and Starcic, A. I. (2020). Enhancing Students’ Learning Outcomes of a STEAM Permutations Course Through a Game Based Visual Programming Environment with Qualifying Rank Strategy, in International Conference on Innovative Technologies and Learning, eds T. C. Huang, T. T. Wu, J. Barroso, F. E. Sandnes, P. Martins, Y. M. Huang, (Cham: Springer). 93–99. doi: 10.1007/978-3-030-63885-6_11 [↗](https://doi.org/10.1007/978-3-030-63885-6_11)
24. Hunter-Doniger, T. (2021). Early childhood STEAM education: the joy of creativity, autonomy, and play. Art Educ. 74, 22–27. doi: 10.1080/00043125. 2021.1905419 Juškevičienė, A., Stupurienë, G., and Jevsikova, T. (2021). Computational thinking development through physical computing activities in STEAM education. Comput. Appl. Eng. Educ. 29, 175–190. doi: 10.1002/cae.22365 [↗](https://doi.org/10.1080/00043125)
25. Kwan, R., and Wong, B. T. M. (2021). Latest advances in STEAM education research and practice: a review of the literature. Int. J. Innov. Learn. 29, 323–339. doi: 10.1504/IJIL.2021.114528 [↗](https://doi.org/10.1504/ijil.2021.114528)
26. Lee, Y. (2021). Examining the Impact of steam Education Reform on Teachers’ Perceptions about steam in Uzbekistan. Asia-Pac. Sci. Educ. 7, 34–63. doi: 10.1163/23641177-bja10025 From the Perspective of Information Asymmetry. Front. Psychol 11:1416. doi: 10.3389/fpsyg.2020.01416 [↗](https://doi.org/10.1163/23641177-bja10025)
27. Srisuruk, P., and Siri, P. (2021). The English Grammar Usage of Business English Students, Dhonburi Rajabhat University. Gan J. 17, 61–75. [find](https://scholar.google.com/scholar?q=Srisuruk%2C+P%2E%2C+and+Siri%2C+P%2E+%282021%29%2E+The+English+Grammar+Usage+of+Business+English+Students%2C+Dhonburi+Rajabhat+University%2E+Gan+J%2E+17%2C+61%E2%80%9375%2E)
28. Tanabashi, S. (2021). STEAM Education Using Sericulture Ukiyo-e: Object-Based Learning through Original Artworks Collected at a Science University Museum in Japan. Interdiscip. J. Environ. Sci. Educ. 17:e2248. doi: 10.21601/ijese/ 10962 Tavakoli, M. (2021). USING GOOGLE SEARCH FOR ENGLISH GRAMMAR LEARNING. JONUS 6, 318–339. doi: 10.24200/jonus.vol6iss2pp 318-339 Torres, J. M., and Santos, M. L. (2021). Cognition in Teaching Grammar and Actual Practices of Experienced and Less-Experienced Filipino ESL Teachers. IJOLATS 2, 104–122. doi: 10.36892/ijlts.v2i4.186 [find](https://scholar.google.com/scholar?q=Tanabashi%2C+S%2E+%282021%29%2E+STEAM+Education+Using+Sericulture+Ukiyo%2De%3A+Object%2DBased+Learning+through+Original+Artworks+Collected+at+a+Science+University+Museum+in+Japan%2E+Interdiscip%2E+J%2E+Environ%2E+Sci%2E+Educ%2E+)
29. Vries, H. (2021). Space for STEAM: new creativity challenge in education. Front. Psychol. 12:586318. doi: 10.3389/fpsyg.2021.586318 [↗](https://doi.org/10.3389/fpsyg.2021.586318)
30. Xie, K., Vongkulluksn, V. W., Cheng, S. L., and Jiang, Z. (2022). Examining high-school students’ motivation change through a person-centered approach. J. Educ. Psychol. 114, 89–107. doi: 10.1037/edu0000507 [↗](https://doi.org/10.1037/edu0000507)
31. Zhong, H., Yan, R., Li, S., and Chen, M. (2020). The Psychological Expectation of New Project Income Under the Influence of the Entrepreneur’s Sentiment [find](https://scholar.google.com/scholar?q=Zhong%2C+H%2E%2C+Yan%2C+R%2E%2C+Li%2C+S%2E%2C+and+Chen%2C+M%2E+%282020%29%2E+The+Psychological+Expectation+of+New+Project+Income+Under+the+Influence+of+the+Entrepreneur%E2%80%99s+Sentiment)

*Updated 24 October 2026*