The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan

Obeidat, Mohammad; Al-Omari, Moh’d A.

doi:10.5430/ijhe.v9n2p280

Cited by 14 publications

(14 citation statements)

References 6 publications

(10 reference statements)

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“…However, the results differ from those of Negahdaripour and Amirghassemi (2016), Wang (2012), Mohammed and Jaber (2008), which supported a deductive approach. The findings of this study also in contrast with Anani (2017), Benitez-Correa et al, (2019), Obeidat and Alomari (2020), Putthasupa and Karavi (2010), who reported that the inductive approach was more effective in teaching grammar.…”

Section: Discussion Limitations Recommendations For Action and For Further Researchcontrasting

confidence: 99%

“…The findingsindicated that the inductive approach was more effective than the deductive approach.In their experimental study, Putthasupa and Karavi (2010) investigated whether the use of the inductive approach could minimise students' grammatical errors inessaywriting.The objectives of the study were to compare the effectivenessof the inductive approach against 'regular lectures'and to identify students' errors. The findings indicated that thatthe inductive approachhad a positive effect on the teaching of grammar by minimising grammatical errors.In a recent study, Obeidat and Alomari (2020) explored the effect of the deductive and inductive approaches on English as a Foreign Language (EFL)undergraduates' achievement in grammar at the Hashemite University in Jordan. To achieve its objectives, the study used a wide range of grammaticalitemsin sentence correction.The findings showed significant differences infavour of the inductive approach.…”

Section: Studies Supporting Inductive Instructional Approachesmentioning

confidence: 99%

“…Admittedly, the discrepancies in the findings can be attributed to the differences in the language aspects used as treatment. Some were using tenses (Berendse, 2012;Hejvani & Farahani, 2018;Wang, 2012) while others used general grammar knowledge (Anani, 2017;Benitez-Correa et al, 2019;Obeidat & Alomari, 2020;Pourmoradi & Vahdat, 2016;Putthasupa & Karavi, 2010). Another gap lies in the participants used.…”

Section: Studies Showing No Difference Between Deductive and Inductive Approachesmentioning

confidence: 99%

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The deductive and inductive instructional approach controversy in Eswatini context

Kunene

Mthethwa

2020

GJFLT

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This study compared deductive and inductive approaches of teaching tenses to secondary school learners. The aim of this study was to test the efficiency of the two instructional approaches of teaching tenses by observing learners’ performance. Sixty participants (37 female and 23 male), learning English in the Kingdom of Eswatini, participated in this quasi-experimental study. Convenience sampling was used to select participants who were randomly assigned to two control groups. The independent variable was ‘teaching method,’ with two levels: deductive versus inductive. The dependent variables were participants’ achievement scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyse data. The results revealed that there was no significant difference between the deductive and inductive approaches in teaching tenses,although each method was effective in isolation. Based on the findings, this study recommends an integration of the two approaches in the teaching of tenses. Keywords: ESL context, deductive approach, grammar, inductive approach, tenses.

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Section: Discussion Limitations Recommendations For Action and For Further Researchcontrasting

confidence: 99%

Section: Studies Supporting Inductive Instructional Approachesmentioning

confidence: 99%

Section: Studies Showing No Difference Between Deductive and Inductive Approachesmentioning

confidence: 99%

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The deductive and inductive instructional approach controversy in Eswatini context

Kunene

Mthethwa

2020

GJFLT

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“…Using an Inductive Model in the teaching and learning process can enhance these skills for science students. The rationale for using the Inductive Model to enhance students' critical thinking skills is supported by previous research findings [6], [7]. The previously research finding showed that using inductive model increased students' result in Jordan (pre-test = 12.45; post-test = 16.25) [7] and in Indonesia (pre-test = 52 and 100; post-test = 72 and 100) [8].…”

Section: Introductionmentioning

confidence: 55%

The Implementation of an Inductive Model on Science Students’ Critical Thinking Skills during Online Learning

Arjunaidi¹,

Azid²

2022

IJIET

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For almost two years now, the world has faced the COVID-19 pandemic whereby face-to-face learning has changed to online learning. The most crucial component is that science students' abilities have not appropriately developed, particularly in critical thinking skills. Hence, this research aimed to examine the effectiveness of an Inductive Model during online learning to enhance science students' critical thinking skills. This quasi-experimental with explanatory mixed-method design involved pre-test and post-test sessions followed by a focused group interview. Sixty science students were divided into two groups: the control group and the treatment group. The control group (n = 30) was taught via online learning without using an Inductive Model, while the treatment group (n = 30) was taught via online learning using an Inductive Model. The results showed that the science students’ critical thinking achievement in the treatment group significantly improved based on the post-test results. The Levene's test showed that the pre-test scores of the two experimental groups were homogeneous before the experiment was conducted [F (1, 58) = 2.757, p > 0.05]. In the qualitative aspect, this study also found that students had an enjoyable session and were motivated (more interested, and fascinated) through the inductive learning session, and improved their critical thinking skills. In conclusion, science teachers need to be creative and competent in teaching and learning strategies to reinforce students' critical thinking skills.

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“…Their method of teaching grammar is known as the deductive approach. The term "deductive approach" refers to a teachercentered approach in which the teacher explains grammar points by explicitly explaining the details of grammatical pattern to students [18]. Some scholars [19], [20] view deductive approach to be ineffective for improving students' English proficiency because through deductive approach, the learners are typically passive agents with little opportunity to express and practice language.…”

Section: The Knowledge Of Subject Mattermentioning

confidence: 99%

Inquiring English Teachers with Non-English Educational Backgrounds in Bali: Do They Know How to Teach English?

Utami¹

2022

Proceedings of the 67th TEFLIN International Virtual Conference &Amp; The 9th ICOELT 2021 (TEFLIN ICOELT 2021)

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The fact that Bali is an international tourism destination places the needs to teach English since an early age in Bali. However, research to date about English teachers of primary schools in Bali shows that not all of these teachers are holding English education qualification backgrounds. This qualitative study involved interviewing 4 non-English education qualification teachers who have to teach English regardless of their unsuitable qualification. This article presents a narrative of these teachers' experience of teaching English. It presents insight on what they understand about English teaching, the challenges they encountered, and the professional development disposition they had. The interview shows that these English teachers understand the principles of teaching English but for some reasons such as school support and English competency, they hardly put some of these principles into action. They are struggling with using the target language fully in the classroom, using interesting media, and providing more students-centered activities. These teachers have compliant disposition in attending formal professional development program and some selfdirected learning which is more oriented to their needs.

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The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan

Cited by 14 publications

References 6 publications

The deductive and inductive instructional approach controversy in Eswatini context

The deductive and inductive instructional approach controversy in Eswatini context

The Implementation of an Inductive Model on Science Students’ Critical Thinking Skills during Online Learning

Inquiring English Teachers with Non-English Educational Backgrounds in Bali: Do They Know How to Teach English?

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