The Influence of Verbal-Linguistic Intelligence and Student-Centered Learning Strategies on Grammar Mastery

Abstract

Grammar mastery remains one of the most challenging aspects of English language learning for learners of English as a foreign language. Although both instructional practices and learner characteristics are considered important determinants of grammar achievement, studies integrating these factors within a single framework remain limited.This study aimed to examine the influence of verbal-linguistic intelligence and student-centered learning strategies on students’ grammar mastery. A quantitative correlational design was employed involving one hundred and four members of the English Club at the University of Muhammadiyah Lampung selected through the Slovin formula. Data were collected using a grammar test and questionnaires measuring verbal-linguistic intelligence and student-centered learning. The data were analyzed using Structural Equation Modeling with the Partial Least Squares approach. The findings revealed that verbal-linguistic intelligence had a positive and significant effect on grammar mastery. Student-centered learning also demonstrated a positive and significant effect and contributed more strongly to grammar mastery than verbal-linguistic intelligence. These results indicate that both learners’ linguistic abilities and active participation in the learning process play important roles in improving grammar achievement. This study contributes to a better understanding of the cognitive and instructional factors influencing grammar mastery and provides practical implications for designing more effective grammar instruction.