The Effect of Revision-Making of Contextualized Student-Generated Questions on University Students’ English Grammar Learning Performance

Abstract

There is a great deal of research supporting the application of student- generated questions (SGQ) to English curriculums, and recent studies have found L2 learners to benefit further from an elaborated SGQ approach — contextualized SGQ (cSGQ), which leverages the provision of a context for students to base on their generated questions. Previous research has also proved the advantages of making revision on English learner’s writing proficiency but its relevance to English grammar learning is yet to be exploited. Thus, the present study aimed to investigate the effect of cSGQ learning tasks combined with the practice of making revision of the given context on L2 learners’ English grammar learning performance. A pre- and post-test quasi-experimental research design was adopted, and 88 university students enrolling in freshman English class were invited to participate. The results showed that students in the cSGQ-revision group outperformed those not given the opportunity to make revision in both linguistic knowledge and pragmatic understanding.