Effective Grammar Teaching Strategies for EFL Learners in Saudi Universities: A Comparison of Inductive and Deductive Approaches

Abstract English grammar plays a vital role in language acquisition, particularly for EFL learners in Saudi Arabia, where mastery is essential not only for academic success but also for future professional communication. Despite its importance, grammar is often perceived by students as difficult and unengaging, making the method of instruction crucial. This study aimed to compare the effectiveness of deductive and inductive approaches to grammar instruction among Saudi university EFL learners, specifically in learning the English past tense. The research was conducted on 24 undergraduate students, studying English as a Foreign Language at a public Saudi university. This research employed four instruments: a 20-item pre-test and post-test to assess knowledge and improvement, a Likert-scale questionnaire to explore learner perceptions, and a t-test analysis to evaluate statistical differences in performance. Results showed that both instructional approaches led to significant gains in grammar proficiency. However, the inductive approach yielded slightly better outcomes and more positive learner feedback, suggesting it may be more effective in enhancing both achievement and engagement in grammar learning.