Although language learner beliefs are a distinct individual difference factor that can significantly influence the success of language learning, limited attention has been given to young language learners’ beliefs about grammar instruction and their relationship with students’ learning outcomes. In this study, we administered a questionnaire tapping into learners’ beliefs regarding grammar instruction to 277 Chinese primary school students and utilized the Cambridge Young Learners English Tests (A1 Movers) to measure their second-language proficiency, including listening, reading and writing, and speaking skills. Our results revealed that the participants preferred form-focused and inductive grammar instruction over meaning-focused and deductive grammar instruction. Moreover, the results of multilevel modeling suggested that the students’ beliefs regarding grammar instruction fluctuated from Grade 3 to Grade 5. In addition, we found a significant negative relationship between the students’ beliefs regarding meaning-focused and deductive instruction with their second-language proficiency. In contrast, the students’ beliefs about form-focused instruction showed a significant positive association with listening, reading, and writing, whereas learners’ beliefs regarding inductive instruction had no impact on their second-language proficiency. These findings have important implications for early language education, highlighting the necessity of considering learner beliefs while making pedagogical decisions.
Zhu et al. (Thu,) studied this question.