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Summary Fundamental Utpl

1. The study compared the efficacy of deductive and inductive approaches for teaching English grammar to 70 high school students in Ecuador aged 15-17 with A1-A2 English levels. 2. Students were randomly assigned to the deductive or inductive group, and received 10 weeks of grammar instruction. Both groups took pre- and post-tests to measure grammar knowledge. 3. Analysis of test scores and teacher observations found that the inductive method led to greater gains in grammar learning and better student-teacher rapport compared to the deductive method.

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RHOMMEL JAVIER CASTILLO ROMAN
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39 views2 pages

Summary Fundamental Utpl

1. The study compared the efficacy of deductive and inductive approaches for teaching English grammar to 70 high school students in Ecuador aged 15-17 with A1-A2 English levels. 2. Students were randomly assigned to the deductive or inductive group, and received 10 weeks of grammar instruction. Both groups took pre- and post-tests to measure grammar knowledge. 3. Analysis of test scores and teacher observations found that the inductive method led to greater gains in grammar learning and better student-teacher rapport compared to the deductive method.

Uploaded by

RHOMMEL JAVIER CASTILLO ROMAN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Rhommel Castillo

Date: February 10th, 2022

(Benitez et al., 2018) A Comparison between Deductive and


Inductive Approaches for Teaching EFL Grammar to High School
Students

Background/Context
Seventy students enrolled in the second year of senior public high school
participate. Their ages ranged from 15 to 17 years old. Their level is between
A1 and A2.
One in-service teacher taught the EFL and two EFL teachers observed
all of these classes.

What/How?
The goal of this study was to compare the efficacy and rapport of two
ways for teaching grammar in an English as a Foreign Language (EFL) class:
deductive and inductive approaches.
During the intervention procedure (10 weeks), one in-service teacher
taught the EFL sessions, while two EFL instructors watched all of these lessons
and documented the information by filling out observation forms.
Grammar pre- and post-tests were given to the pupils to measure their
grammar knowledge.
The observation sheet was piloted with the assistance of ten EFL
teachers to ensure that the elements were aligned.
Pre-test for EFL grammar. Inductive grammar was taught to 36 pupils,
whereas deductive grammar was taught to 34 students. 10 weeks for a total of
15 hours.
Grammatical issues were taught in class and students were permitted to
ask questions; activities for teaching grammar in this group included completing
handouts and writing sentences on the board to show grammar patterns.
The inductive method group was subjected to implicit grammar teaching,
with tasks included watching short movies about live sports, interviews, and
listening to and analyzing music.
After the intervention, students in both groups were given a grammar
post-test to track their improvement in learning EFL grammar using the two
aforementioned methodologies.
Pre- and post-tests were graded, and the results were compared in both
the experimental and control groups using statistical techniques; in this
example, a t-test with a confidence level of 95%. The pre- and post-tests were
each evaluated out of ten points.
Results/Conclusion.
Inductive:
Rapport was effective.
Students showed interest in 12 classes, and the teacher was respectful.
Feedback was given by the teacher in 13 classes.
Most of the students participated (14 classes), interacted with the
teacher, showed enthusiasm, and felt confident when asking for explanations.
Deductive:
Rapport was effective
Students were interested in 10 classes.
Feedback was given by the teacher in 9 classes.
Pupils interacted in 10 classes.
Rhommel Castillo
Date: February 10th, 2022

In this regard, (Benitez et al., 2018) concluded the test results revealed a
considerable difference in scores in favour of the inductive technique. Following
a statistical analysis of the data gathered from the tests and observation sheets,
we determined that the inductive method is more successful in terms of
instruction and rapport for teaching grammar in the EFL classroom.
Critique:
According to Nur, S (2020) both learning approaches need an optimal
environment to improve students’ motivation. In this investigation, teachers
don’t consider the environment of the class. Some of the students will not be
motivated because they had problems in their house, or they should have
created a test to talk about their feelings. Feeling and motivation are the big
weapons in a class. If your students are not motivated, or they are feeling sick
or sad your class will be so boring. Some of your students will fail and they
won’t understand your class.
If you are teaching English, you need to consider if your students have
special needs. In this context, they are not considering students with special
needs or an individual document of curricular adaptation. Inclusive and
comprehensive education must take into account the diversity of educational
activities of its students and take constructive action in favour of those who are
at a larger disadvantage and in need, such as students and students with
special educational needs. Tests are so incredible to measure the possibilities,
but they do not allow measuring the capability of the student. Teachers should
remember a test could measure intelligence, but ability will be measured in
another form.

Resources:
Benitez-Correa, C., Gonzalez-Torres, P., Ochoa-Cueva, C., & Vargas-Saritama,
A. (2019). A Comparison between Deductive and Inductive Approaches
for Teaching EFL Grammar to High School Students. International
Journal of Instruction, 12(1), 225-236.
https://doi.org/10.29333/iji.2019.12115a
Nur, S. (2020). Students’ perception toward the use of deductive and inductive
approaches in teaching English grammar. TESOL International
Journal, 15(1), 6-19.

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