Reimagining EFL grammar instruction: Integrating reflective and reasoning-based learning in the digital age

Abstract

Traditional EFL grammar instruction often emphasizes rote memorization and rule drilling, limiting learner autonomy and critical engagement. This study aimed to reimagine grammar teaching in the digital age by integrating reflective learning and reasoning-based activities into a curriculum for first-year undergraduates. Employing a sequential explanatory mixed‑methods design, quantitative data were gathered through pre- and post-grammar tests, an 18-item Likert survey measuring reflective and reasoning-based learning perceptions, and continued by open-ended questions, and an 11-item classroom observation checklist tracking journal entries, error‑analysis tasks, peer and lecturer feedback, and reasoning discussions. Semi-structured interviews with ten purposively sampled students provided qualitative depth. Paired‑samples t‑tests revealed significant gains in grammatical accuracy (p < 0.05) and self-reported critical thinking. At the same time, aligning with the sequential explanatory design, descriptive analysis of observations and thematic coding of interviews served as an explanatory mechanism to show how these quantitative gains were achieved by revealing heightened metacognitive awareness, increased learner autonomy, and greater confidence in articulating complex grammar rules. These findings demonstrate that combining digital reflective journals, collaborative error analysis, and structured reasoning exercises fosters deeper analytical engagement with language and a culturally inclusive, student-centered pedagogy. This model offers a scalable approach for reimagining EFL grammar instruction in the digital era.