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

This study investigates the effects of deductive and inductive grammar instructional approaches on Jordanian fifth-grade EFL learners’ acquisition of English deictic expressions. Sixty-six Arabic-speaking students participated in a quasi-experimental pre-test–post-test design to assess their knowledge before and after instruction. A 15-item multiple-choice test was administered at both stages to measure learning outcomes. Data was analyzed using descriptive statistics and a General Linear Model with pre-test scores as covariates, employing Analysis of Covariance (ANCOVA) to examine differences in performance across teaching approaches. Moreover, classroom observations of the same teacher teaching grammar using the deductive and inductive instructional approaches were used to show which grammar instructional approach is more effective. Findings indicated that the inductive grammar instructional approach led to significantly higher post-test scores among participants than the deductive approach, suggesting that active engagement and contextualized practice enhance learners’ understanding and correct usage of deictic expressions. These findings highlight the importance of instructional design in grammar teaching and provide empirical evidence for strategies that effectively support young EFL learners in acquiring functional and accurate use of English deictic expressions. The study offers practical implications for curriculum development and classroom pedagogy in similar EFL contexts.