Does applying inductive methods based on system thinking improve EFL grammar learning?

Purpose This study examined the effect of incorporating an inductive method based on system thinking to enhance grammar learning in the English language at a secondary school in Saudi Arabia. Design/methodology/approach The researcher developed pre- and post-grammar tests for this study. Two EFL teachers participated; one taught the experimental group using inductive methods based on system thinking, while the other taught the control group using the traditional deductive approach to grammar instruction. Around 52 students participated in both the experimental group (26) and the control group (26). At the beginning of the term, all students completed pre-tests, and after eight weeks they completed the post-tests. Findings The results demonstrated significant differences between the experimental and control groups. The findings revealed that using inductive methods based on system thinking was highly effective in improving students’ grammar performance. Research limitations/implications This study could benefit EFL teachers, encouraging them to use inductive materials based on system thinking to create a more meaningful, interactive and engaging learning environment. Originality/value This study fills a gap in the EFL literature since it examines the impact of an inductive approach based on system thinking in grammar learning. System thinking activities encourage deep reflection, helping learners deduce grammatical rules. This study could benefit EFL teachers, encouraging them to use inductive materials based on system thinking to create a more meaningful, interactive and engaging learning environment.