语法卡牌游戏与动机对初中生英语学习的影响

Effective grammar instruction is central to English language learning, yet conventional teacher-centered approaches frequently result in low motivation and poor academic outcomes among junior high school students. Despite the growing advocacy for Game-Based Learning (GBL) in language education, empirical evidence linking students’ perceptions of GBL-Based Grammar Card Games and their motivation to measurable learning outcomes remains limited. This study examined the relationships between students' perceptions of GBL-based Grammar Card Games (X¹), their ARCS-based learning motivation (X²), and