This study had the purpose of testing two methods for teaching grammar in English as a Foreign Language (EFL) class: the deductive and inductive approaches in terms of effectiveness and rapport. This research was conducted in a public high school in Ecuador. Seventy students enrolled in the second year of senior high school participated. One in-service teacher taught the EFL classes during the process of intervention (10 weeks), and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets. The students were administered grammar pre-tests and post-tests in order to assess their grammar knowledge. The results of the tests showed a significant difference in the scores in favor of the inductive approach. After the statistical analysis of the data obtained from the tests and observation sheets, we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.

The aim of the present descriptive research study is to determine the students’ reading and writing achievement level according to their learning styles, as well as their preferences regarding the reading and writing strategies in English, as a Foreign-Language (EFL) course. This work is a contribution to the debate on the controversial issue about the influence of learning styles on EFL reading and writing skills. The sample for this research was a group of 120 distance-university students (45 males and 75 females) enrolled in an English program. The data-collection instruments used comprised a perceptual learning-style preference questionnaire, reading and writing of online tasks, and a preference questionnaire related to reading and writing strategies, which were planned for the course. The data from the questionnaires and the students’ scores were analyzed statistically. The findings revealed that there is a minimal difference in the EFL students’ reading and writing achievement across four learning styles. In addition, students prefer reading strategies, such as multiple-choice questions, matching exercises, filling the blanks, and answering open questions. As for writing, the learners preferred strategies that include brainstorming, answering multiple-choice questions, matching, filling in the blanks, and answering open questions.