Inductive and deductive grammar programs as contrasting example-rule-practice sequences¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article operationalizes the two teaching models as opposite instructional sequences. The inductive program is represented as "Specific examples → Practice → General rule", so learners work examples and practice before the rule is stated, while the deductive program runs "General rule → Specific examples → Practice". The researcher built one program of each type for each level, based on that level's syllabus, and taught them to the experimental groups.

Design Implications¶

Context¶

Requirements¶

Both programs must be based on the syllabus of each level, as the researcher prepared them

Constraints¶

Target Learners¶

Jordanian university EFL students
Jordanian elementary-stage EFL students

Learning Goals¶

English grammar achievement (tenses, subject-verb agreement, yes/no and WH questions, negatives)

Claims¶

Examples¶

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Key Sources¶

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

Page metadata

Field	Value
`type`	`design`
`id`	`inductive-deductive-grammar-sequence-pattern`
`title`	`Inductive and deductive grammar programs as contrasting example-rule-practice sequences`
`description`	`The article operationalizes the two teaching models as opposite instructional sequences.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-03`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `mohammad-akram-alzubi-2015`

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