The Effect of Deductive vs. Inductive Grammar Instruction on Iranian EFL Learners’ Spoken Accuracy and Fluency

Samaneh Negahdaripour, Ali Amirghassemi


The efficacy of deductive vs. inductive techniques of grammar instruction is still a matter of heated debate, especially in EFL language teaching contexts. This study set out to examine whether or not these two types of teaching would differently affect EFL learners’ accuracy and fluency. To this end, a quasi-experimental study was carried out to compare the performances of two groups of pre-intermediate Iranian EFL students (i.e., deductive instruction group vs. inductive instruction group) on the fluent and accurate use of three English tenses, namely the simple present, present continuous and simple past, in oral picture description activities. The results indicated that although there was no significant difference between the groups in their oral fluency, there was a significant difference regarding their accurate use of two of the aforementioned tenses, suggesting that a deductive approach towards grammar instruction could have a more positive impact on EFL learners’ oral accuracy.



Grammar instruction, deductive teaching, inductive teaching, EFL contexts, accuracy, fluency

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