Going from inductive teaching to deduction in efl teaching Plan Introduction

Conclusion

In Conclusion, The present study explored the difference in effectiveness between the inductive and deductive approaches as well as the effectiveness of rapport when teaching grammar in an EFL context. After the analysis and discussion of results, the following conclusions have been drawn: Both groups had a similar level of grammar knowledge before the intervention, which improved after it, however, the statistical analysis shows that the inductive approach had a slight advantage in terms of improving students’ grammar knowledge. There was an effective rapport in the EFL classes in both groups. However, the rapport observed in the inductive approach group was slightly more effective, considering aspects such as the teacher being respectful, feedback being provided, students participating in class and interacting with teachers, enthusiasm, and confidence when asking for explanations in class.

Despite the fact that the present study favors the inductive approach as a more effective method to teaching EFL grammar, we have to consider the fact that this is a study conducted in one high school and may not be generalizable to other contexts. It is suggested to continue doing research on this controversial issue in different EFL contexts with larger samples and longer intervention periods. However, conducting research studies on English as an international language and at the university level is of paramount importance nowadays. The reason lies in the fact that the target subjects are regarded as an important axis around which everything revolves in
the teaching-learning context. In addition, the variety of teaching methods in general and the adoption of contemporary ones in particular have become a necessity at the university level. Therefore, students’ active performance or role and its relation to their achievement should be taken into consideration. Insisting on this orientation may keep us away from the lecturing method or from the deductive approach to teaching. This study may be considered as an attempt to shed light on the impact of using the inductive and deductive approach upon the achievement of a sample of EFL undergraduate students with regard to grammar. Therefore, TEFL researchers are highly requested to conduct other studies on non-native speakers of English in higher education, the purpose of which is to determine the approach that best suits the students’ level of achievement. This might help university EFL instructors employ appropriate methods of teaching in the classroom. This might also help English language departments develop in-service training courses for instructors to vary their methods of teaching.
However, as explained by the teachers, the students may prefer the deductive method because they are used to the traditional manner of learning English grammar. Additionally, teachers viewed both methods as suitable in the context. Although the inductive method is also preferred by the students and teachers, teachers still rely on the deductive method of teaching grammar. But, it does not mean that they do not use the inductive method at all. The findings from the qualitative part indicate that the teachers really would like to use the inductive method of teaching and to teach not only the grammatical structures, but to motivate students to use these structures communicatively in various types of real-life activities, as suggested in research studies that the inductive method is more useful than deductive it can use a variety of teaching methods, based on modern theories of second language acquisition inductive approach fosters the mental effort and enables the development of students mental capabilities, analysis and makes the connection between the segments of speech, thus participating actively in the teaching process. It means that inductive approach of teaching is globally accepted by ELT teachers that students who are trained with inductive method of teaching grammar would have higher proficiency than those who are trained with the traditional methods. But the constraints toward implementing inductive method of teaching grammar in context include, the ELT textbooks curriculum, in which most of the grammatical activities are organized deductively, inductive method is considered as less time-effective if compared with the deductive method; and large class size, among others. These are the main obstacles faced teachers that prevent them applying it in teaching grammar.