The review concludes the inductive method has proved effective for grammar teaching in most reviewed university- and school-level cases, whereas the deductive method has not¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Across the reviewed studies at both university and school levels, the inductive method was effective in most cases while the deductive method was not consistently so. → Alzu'bi 2015

Evidence¶

Alzu'bi 2015¶

Mohammad Akram Alzu'bi. (2015). Effectiveness of Inductive and Deductive Methods in Teaching Grammar. Advances in Language and Literary Studies, 6(2). https://doi.org/10.7575/aiac.alls.v.6n.2p.187

q1 · i? · causal · r1

Narrative review synthesis by the article's author of six prior studies (e.g., Vogel et al. 2011; Haight et al. 2007; Jong-Won 2007; Takimoto 2005; Tammenga-Helmantel 2014; Aisha 2002; Al-Emami 2005), reported second-hand as the review attributes them; no pooled effect size is computed.

"After reviewing the related literature, the researcher concluded that the use of inductive method in teaching grammar has proved to be effective in most of the cases (at university or school level), whereas the deductive method was not the same."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Inductive grammar teaching produced significantly higher post-test grammar achievement than deductive teaching among Jordanian university EFL students — a narrower finding that bears on this claim
• Inductive and deductive groups were statistically equivalent on grammar pre-tests at both university and elementary levels before the experiment — a narrower finding that bears on this claim
• Inductive grammar teaching produced significantly higher post-test grammar achievement than deductive teaching among Jordanian elementary-stage EFL students — a narrower finding that bears on this claim
• Grammar consciousness-raising activities produce significantly higher grammar posttest scores than deductive grammar teaching for young EFL learners — related