ArticleBMC psychology2024
Grammar enhancement in EFL instruction: a reflection on the effects of self-evaluation, teacher support, and L2 grit.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It has been retracted, and should not be counted. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed, 4 citations in OpenAlex.
No citing paper in PubMed yet.
Corrections and comments
- Retraction · 2025-05-19Concerns/Issues about Referencing/Attributions · Concerns/Issues about Peer Review · Objections by Author(s) · Rogue Editor · Unreliable Results and/or Conclusions ·
- Retracted
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Advancement in learning grammar and using it practically is one of the challenges of English as foreign learners (EFL) learners. Its progression may be expedited or slowed down by a variety of causes. Among the crucial factors, the possible effects of self-evaluation, teacher support, and L2 grit were still untouched which is the target of the current research. In so doing, 86 EFL students at the intermediate level were divided into two groups (i.e., experimental group and control group). The students in the control group (CG) are exposed to normal education, whereas learners in experimental group (EG) get extra instruction to practice self-evaluation and L2 Grit. Moreover, the emphasis on the teacher's position as a facilitator and supporter was more prominent in the EG. Based on data screening which was completed via one-way ANCOVA, learners in EG were more successful in grammar assessment due to the treatment. Further research avenues and educational implications were elaborated upon.
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Registered trials
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