Abstract
This study reports the results of an analysis of difficulties faced by Japanese EFL learners with subject-verb number agreement. This study aimed to provide further empirical support from a multifaceted perspective by investigating the effects of (a) linguistic factors, (b) metacognitive sensitivity, and (c) proficiency on accuracy in a grammaticality judgment task (GJT). The GJT was administered to 32 Japanese university students and their responses were analyzed using a hierarchical Bayesian modeling. The results showed that the linguistic factors related to subject structure significantly affected accuracy. Furthermore, the study provides insight into the interaction between metacognitive sensitivity and proficiency, contributing to improved instructional strategies.
