The effects of inductive and deductive instruction on grammar learning in the sophomore EFL classroom at Asuncion High School

Abstract

Today, there are several studies concerning the effectiveness of inductive and deductive methods to teach grammar; however, the success of each method is still being discussed by researchers. This study aims to contribute to current research on inductive and deductive approaches by focusing on the combination of these two methodologies in order to improve grammar. An intervention was carried out with 114 high school sophomore students from La Asuncion located in Cuenca, Ecuador. The intervention was conducted for six weeks (regular curriculum activity unit) using a mixed methods perspective through the analysis of different data gathered. A pre and posttests were applied before and after the intervention to determine if there was any grammatical improvement. In order to seek information about students’ perceptions as well as motivation, two questionnaires were used and then analyzed. The study utilized different statistical techniques to aid the author interpreting the final results. The research established that the students felt more motivated and more prepared to take similar tests in the future. It can be concluded that if teachers combine inductive and deductive approaches, students will improve their grammatical competence. Since this study also analyzed students’ motivation, which tends to be a very subjective matter; so that a more in-depth investigation is recommended.