publisher
The impact of deductive and inductive grammar instructional approaches on Jordanian fifth-grade EFL learners’ acquisition of English deictic expressions
- Source
- Frontiers in Education
- Published
- Last verified
- 19 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Technology & Data
Executive summary
What happened, and why should leadership care?
A study investigated the comparative effectiveness of deductive and inductive grammar instructional approaches on English as a Foreign Language (EFL) acquisition of deictic expressions among Jordanian fifth-grade students. Using a quasi-experimental design with pre-test and post-test assessments, 66 students were evaluated through a multiple-choice test and classroom observations. The analysis, employing descriptive statistics and ANCOVA, aimed to identify differences in learning outcomes based on the instructional method.
Why this matters
Why is this strategically important?
Understanding effective pedagogical approaches is crucial for optimizing language acquisition programs and curriculum development. This research contributes to the evidence base informing instructional design and resource allocation for language education, particularly in EFL contexts. It can help educational institutions make informed decisions about grammar teaching methodologies to improve learner outcomes.
Key insights
What should be noted from the evidence?
- The study examined the impact of deductive versus inductive grammar instruction on fifth-grade EFL learners.
- Sixty-six Arabic-speaking students in Jordan participated in a quasi-experimental pre-test–post-test design.
- A 15-item multiple-choice test was used to measure students' acquisition of English deictic expressions.
- Data analysis involved descriptive statistics and a General Linear Model with ANCOVA, using pre-test scores as covariates.
- Classroom observations were conducted to further understand the implementation of both teaching approaches.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication