Error Visualization Art: A Study on Mitigating English Learning Frustration through Grammatical Mistake Transformation Strategies—A Case Study of a Middle School in Taiyuan
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Keywords
error visualization, english learning frustration, grammatical-mistake transformation strategies
Abstract
In middle school English teaching, students often feel frustrated when confronted with grammatical mistakes, which affects their learning motivation and effects. On the basis of the demand for improving students' English learning experience and teaching quality, this study introduces an innovative way to transform grammatical mistakes into visual artwork. The study takes 320 middle school students from a middle school in Taiyuan as the research objects and adopts a questionnaire survey and work analysis as the research methods. This study aims to explore (1) the effects of a grammatical mistake transformation strategy on reducing students' grammar-related frustration and (2) the influence of flow experience in the creative process on the reconstruction of students' error cognition. The results show that error visualization can effectively reduce students' grammar-related frustration by helping them shift their mindset from “avoiding failure” to “appreciating growth trajectory” and provide new teaching strategies and ideas for middle school English teaching.
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