The impact of deductive and inductive grammar instructional approaches on Jordanian fifth-grade EFL learners’ acquisition of English deictic expressions

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 it matters

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

• 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.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1854437